Abstract
Teachers around the world hold a considerable number of misconceptions about education. Consequently, schools can become epicenters for dubious practices that might jeopardize the quality of teaching and negatively influence students' wellbeing. The main objective of this study was to assess the efficacy of refutation texts in the correction of erroneous ideas among in-service teachers. The results of Experiment 1 indicate that refutation texts can be an effective means to correct false ideas among educators, even for strongly endorsed misconceptions. However, the results of Experiment 2 suggest that these effects may be short-lived. Furthermore, attempts to correct misconceptions seemed to have no beneficial effect on teachers' intention to implement educational practices that are based on those erroneous beliefs. The implications of these results for the training of preservice and in-service teachers are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 411-421 |
| Number of pages | 11 |
| Journal | Journal of Experimental Psychology: Applied |
| Volume | 26 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Sept 2020 |
Keywords
- Misconceptions
- Origin of information
- Refutation texts
- Strength of belief
- Teachers
