Don’t Take It Personally? The Role of Personal Relevance in Conceptual Change

Gill, Michelle Gregoire; Trevors, Gregory; Greene, Jeffrey A.; Algina, James

doi:10.1080/00220973.2020.1754152

Cited by 18 publications

(8 citation statements)

References 66 publications

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“…Therefore, personalized messages can boost conceptual change via increased motivation for systematic processing (Alvermann & Hynd, 2015; Asterhan & Dotan, 2018; Sinatra, 2005). More specifically, such personalized messages seem to be especially effective when they draw the reader's attention towards the discrepancy between their own beliefs and the presented text (Asterhan & Dotan, 2018; Gill et al, 2020), potentially creating an impasse experience (Sánchez et al, 2009). In previous research, either a human instructor (Asterhan & Dotan, 2018; Gill et al, 2020) or a computer algorithm that scores data (e.g., Okoye, 2015; Sánchez et al, 2009) provided such feedback.…”

Section: Introductionmentioning

confidence: 99%

“…More specifically, such personalized messages seem to be especially effective when they draw the reader's attention towards the discrepancy between their own beliefs and the presented text (Asterhan & Dotan, 2018; Gill et al, 2020), potentially creating an impasse experience (Sánchez et al, 2009). In previous research, either a human instructor (Asterhan & Dotan, 2018; Gill et al, 2020) or a computer algorithm that scores data (e.g., Okoye, 2015; Sánchez et al, 2009) provided such feedback. The latter has been developed and tested with novice learners only.…”

Section: Introductionmentioning

confidence: 99%

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Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning

Dersch

Renkl

Eitel

2022

Computer Assisted Learning

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Background: Previous research has shown that teachers hold misconceptions about multimedia learning (e.g., multimedia instruction needs to be adapted to students' learning styles), which may be at odds with evidence-based teaching.Objectives: Refutation texts are a classical method to reduce misconceptions and thus to stimulate conceptual change. We wanted to know whether making use of a computer algorithm to personalize refutation texts would best initiate teachers' conceptual change. Methods: We designed an online experiment, in which N = 129 in-service teachers read either (1) expository texts (without direct refutation), (2) common refutation texts, or (3) personalized refutation texts. The teachers filled in a misconception questionnaire pre and post to assess their conceptual change. Results and Conclusions: Statistical analyses revealed that personalized refutation texts initiated the strongest conceptual change, which was driven by increased feelings of guilt and shame. Common refutation texts did not foster teachers' conceptual change as compared to expository texts. These findings indicate that refutation texts should be personalized for experienced practitioners such as teachers. Takeaways: Personalized refutation seems to be promising in the context of online teacher training programs. Further research should test to which extent the present findings also apply to other groups of experienced learners or practitioners.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning

Dersch

Renkl

Eitel

2022

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Work should also explore how to adapt and adopt techniques used for disrupting other kinds of unproductive teacher beliefs. For example, Gill et al (2020) find that preparing teachers to notice conflicts between their own beliefs and refutational texts produced more conceptual change in their beliefs about mathematics teaching and learning than did refutational texts alone.…”

Section: Discussionmentioning

confidence: 94%

Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale

Jacobson

Francis²,

Willey

et al. 2022

AERA Open

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Teachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development.

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“…Conceptual change texts represent a potent resource within the realm of science education. Instruction grounded in conceptual change texts has been shown to significantly enhance students' academic performance in science (Gill et al, 2022). For instance, instruction based on conceptual change texts led to a more profound understanding of electrical concepts in comparison to traditional didactic texts (Sungur et al, 2001).…”

Section: Theoretical and Conceptual Framework Of The Studymentioning

confidence: 99%

Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology

Naeem Sarwar,

Shahzad,

Ullah

et al. 2024

Front. Educ.

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Nanoscale Science and Technology (NST) is a rapidly evolving field with profound implications for various industries and our everyday lives. However, misconceptions among learners can hinder their ability to grasp the fundamental concepts of NST, thereby impeding their potential contributions to this advancing domain. Concept maps (CM) and conceptual change texts (CCT) are graphical and written representations of knowledge that enable learners to visualize relationships between concepts and assess the coherence of their understanding. In this pursuit, we engage with the concept of rehabilitation for misconceptions, viewing the learning process as a transformative journey akin to cognitive rehabilitation. Through this CM-CCT constructivist approach, learners are encouraged to engage in critical reflection, self-questioning, and peer discussions, which facilitate the identification of misconceptions. Moreover, CM-CCT provide a structured framework for presenting accurate information about NST, offering a clear depiction of the hierarchical and interconnected nature of nanoscale phenomena. The aim of this study was to evaluate the effectiveness of CM-CCT in correcting the misconceptions of undergraduate university students regarding nanotechnology and the taxonomy of nonmaterial. Prior to the implementation of the CM-CCT, an assessment of pre-existing knowledge of the students was performed through the structure of the observed learning outcomes (SOLO) taxonomy. A quasi-experimental research design was carried out. A total of 70 undergraduate university students, divided into two intact groups, were cross-examined for the study. Further, before and after the instructional tools, an achievement test based on nanotechnology and classification of nonmaterial was conducted, covering all six cognitive domains of the Bloom taxonomy of educational objectives. Data analysis revealed that the instructional tools based on constructivist approach had a statistically significant impact on students for elimination of their misconceptions about nanotechnology, nano science and classification of nonmaterial.

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Don’t Take It Personally? The Role of Personal Relevance in Conceptual Change

Cited by 18 publications

References 66 publications

Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning

Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning

Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale

Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology

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