Conceptual change theory distinguishes misconceptions from uncertainty, implying different teaching approaches¶

Theory · All theories
Evidence · 2 claims (2 for) · 3 studies (1 quant-synthesis, 1 review, 1 associational), q2–q4 · 0 of 3 report an effect size · 1 claim rests on one study

Description¶

The article applies conceptual change theory to teacher knowledge of dyslexia, arguing that the instructional response depends on the learner's status: "Research on conceptual change suggests a different teaching approach is needed if an individual holds a misconception rather than an uncertainty." The Dyslexia Knowledge Questionnaire-2 items were therefore designed to classify each dyslexia concept as held as a scientific conception, a misconception, or an uncertainty. This framework organizes the study's diagnosis of which concepts need misconception-targeted versus uncertainty-filling instruction.

Design Implications¶

Context¶

Requirements¶

• Diagnosis must distinguish misconceptions from mere uncertainty before selecting a teaching approach

Constraints¶

• The article applies the framework to teacher knowledge of dyslexia specifically

Target Learners¶

• teachers of reading

Target Learning Objectives¶

• accurate scientific conceptions of dyslexia

Claims¶

• Teachers Mixed Conceptions Misconceptions Dyslexia [+M]
• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition [+W]

Related Theories¶

Examples¶

• Diagnose whether teachers hold misconceptions or uncertainties about dyslexia before designing training
• Conceptual Change

Key Sources¶

• Erin K. Washburn, Benjamin C. Heddy, Emily Binks-Cantrell, Tiffany Peltier. (2022). What do teachers know about dyslexia? It’s complicated! The State Education Standard. https://www.nwea.org/research/publication/what-do-teachers-know-about-dyslexia-its-complicated/