SRL interventions for teachers become more effective when addressing teachers' opposing beliefs to facilitate conceptual change¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? SRL interventions for teachers can become more effective when taking into account teachers' beliefs inconsistent with SRL theory as well as consistent ones, to facilitate conceptual change. → Charlotte Dignath 2021

Evidence¶

Charlotte Dignath 2021¶

Charlotte Dignath, Zemira Mevarech. (2021). Introduction to special issue mind the gap between research and practice in the area of teachers' support of metacognition and SRL. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09285-5

q2 · i? · review · r2

The editorial reports that Vosniadou et al., applying for the first time a conceptual change approach distinguishing teacher beliefs "consistent vs. inconsistent with SRL theory", concluded interventions should address opposing beliefs; attributed second-hand.

"the authors conclude that SRL interventions for teachers can become more effective when taking into account (pre-service) teachers' opposing beliefs about SRL as well in order to facilitate conceptual change."

Discussion¶

Related Claims¶

• SSA should also consider students' expectations about their learning — a narrower finding that bears on this claim
• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — related
• Students recognize more belief-consistent science facts than belief-inconsistent facts, an effect appearing on recognition but not recall tests — related