A Meta-Analysis to Examine the Effect of Refutational Instruction on Misconceptions (Poster 3)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Cognitive and Emotional Processes in Learning Environments

Abstract

Scientific misconceptions have recently become extensively common in public as the access to the information has been easier than it had been ever before in the age of social media. Refutational instruction is a conceptual change method which is grounded in interaction to overcome scientific misconceptions. The present meta-analysis synthesized the refutational instruction studies in the existing literature to examine the overall mean effect of these studies compared to traditional instructions. The preliminary results revealed that there was a significant and positive overall mean effect of refutational instructions. The findings of the present study suggest an advantage of utilizing refutational instruction to overcome the misconceptions, compared to the traditional instruction methods.

Authors

• Blessing Akinrotimi, Washington State University

• Onur Ramazan, Chinese University of Hong Kong

• Gan Jin, Washington State University

• Robert W. Danielson, Washington State University - Spokane

• Olusola Olalekan Adesope, Washington State University

• Gale M. Sinatra, University of Southern California

• Erika A. Patall, University of Southern California

• Neil G. Jacobson, Lumen Technologies