Personalized refutation text significantly predicts stronger conceptual change among teachers who held both math-gender misconceptions at pre-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among the 96 participants who held both misconceptions at pre-test, the contrast comparing personalized refutation text with the other three conditions significantly predicted conceptual change scores (b = 0.26, SE = 0.13). → Anna-Sophia Dersch · Ian Thacker · Alexander Eitel 2026

Evidence¶

Anna-Sophia Dersch · Ian Thacker · Alexander Eitel 2026¶

Anna-Sophia Dersch · Ian Thacker · Alexander Eitel (2026). Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10116-9

q3 · i? · causal · r2

Preregistered randomized 2×2 online experiment; orthogonal contrast analysis on the subsample of 96 participants (28.57%) who held both misconceptions at pre-test. The article reports that "contrast #1 significantly predicted conceptual change scores, b = 0.26, SE = 0.13" in the personalized refutation condition versus the other three conditions.

"Among those participants (n = 96; 28.57%) who had held both misconceptions in the pre-test and hence received the feedback of having these misconceptions before reading the refutation texts, results revealed that contrast #1 significantly predicted conceptual change scores, b = 0.26, SE = 0.13"

Discussion¶

Related Claims¶

• The video-task awareness measure did not correlate with misconceptions or conceptual change and is considered exploratory — related
• In the full sample, the text-condition contrasts did not significantly predict conceptual change — a broader claim this one bears on
• Refutation texts produce greater conceptual change about multimedia-learning misconceptions than standard texts in student teachers — related
• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — a broader claim this one bears on
• Conceptual change interventions in biology produce large effects on conceptual understanding compared with traditional teaching, with refutational text the most effective single intervention type — a broader claim this one bears on