Poster #28 - The Morass of Misconceptions: How Unjustified Beliefs Influence Teaching and Learning

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-2 - Social and Cognitive Influences on Academic Performance

Abstract

When teachers harbor misconceptions or unjustified beliefs about teaching, learning, and academic motivation, the pedagogical consequences can be severe. These teachers may unintentionally perpetuate false beliefs upon students through ineffective teaching strategies or misinterpretations of learning science. Misconceptions among teachers are particularly deleterious due to the substantial influence teacher beliefs exert upon curriculum development, pedagogy, and the construction of effective learning environments. Prior research has explicated the prevalence of erroneous beliefs about general psychology and neuroscience among various populations, but has rarely examined misconceptions among teachers and has not evaluated teachers’ misconceptions about pertinent topics in educational psychology. Consequently, the purpose of this review is to highlight theoretical, inferential, and measurement concerns specifically related to educational psychology misconceptions.

Authors

• Bobby Hoffman, University of Central Florida

• Morgan Amanda McAfee, University of Central Florida