Learners with more misconceptions who completed a think sheet were more underconfident in predicting their transfer performance¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the think-sheet group, misconceptions had a marginally significant negative effect on bias of transfer predictions, indicating underconfidence, and the think-sheet/control interaction was significant. → Anja Prinz 2021 q3 i? Misconceptions had no significant influence on bias of transfer predictions in the control group, so no compensatory effect could emerge. → Anja Prinz 2021 (2)

Evidence¶

Anja Prinz 2021¶

Anja Prinz, Stefanie Golke, Jörg Wittwer. (2021). Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets. Instructional Science. https://doi.org/10.1007/s11251-021-09535-8

q3 · i? · causal · r2

Conditional effect on transfer-prediction bias in the randomized experiment: "More misconceptions resulted in more underconfident predictions" in the think-sheet group. The think-sheet/control interaction was significant (b = −0.80, p = .014); the refutation-text/control interaction was not.

"Yet, there was a marginally significant negative effect of misconceptions in the think-sheet group, b = −0.45, SE = 0.23, t(91) = −1.97, p = .052. More misconceptions resulted in more underconfident predictions (see Fig. 10)."

Anja Prinz 2021 (2)¶

Anja Prinz, Stefanie Golke, Jörg Wittwer. (2021). Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets. Instructional Science. https://doi.org/10.1007/s11251-021-09535-8

q3 · i? · causal · r2

Conditional effects on transfer-prediction bias in the same regression analysis: no significant effect of misconceptions in the control or refutation-text group, so the transfer-prediction hypothesis was not supported.

"The effect of misconceptions on bias was not significant in the control group, b = 0.35, SE = 0.22, t(91) = 1.58, p = .117, and the refutation-text group, b = −0.03, SE = 0.23, t(91) = −0.11, p = .912."

Discussion¶

Related Claims¶

• Learners with more misconceptions made more overconfident comprehension predictions after a standard text with a misconception list, an association not seen with refutation texts or think sheets — related
• Misconceptions did not impair transfer in the strong control condition, but learners with more misconceptions in the think-sheet group transferred better — related
• Completing the think sheet more accurately was associated with higher comprehension, transfer, and regulation decision adequacy — related
• Think sheets counteracted the positive effect of misconceptions on transfer in the control group, though the overall interaction only approached significance — related
• Students with more misconceptions before studying more strongly underestimated their transfer performance, regardless of instructional method — reports the opposite
• Misconceptions were addressed in nine reviewed articles, all in science, via augmented activation, refutation texts, or analogical reasoning, though one study found activating inaccurate information may not be detrimental — related