Literaturnachweis - Detailanzeige
Autor/inn/en | Theobald, Maria; Brod, Garvin |
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Titel | Tackling scientific misconceptions. The element of surprise. |
Quelle | In: Child development, 92 (2021) 5, S. 2128-2141Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 1467-8624 |
DOI | 10.1111/cdev.13582 |
Schlagwörter | Kognition; Kognitive Lerntheorie; Überraschung; Stichprobe; Kind; Lernforschung; Lernprozess; Lernverhalten; Pupillenreflex; Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken; Überzeugung; Grundschulalter; Einflussfaktor; Missverständnis; Revision; Widerspruch |
Abstract | Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response. It was induced by letting children generate predictions before presenting them with outcomes that conflicted with their misconception. Compared to a control condition, generating predictions boosted children's surprise and led to a greater revision of misconceptions (d = 0.56). Surprise further predicted successful belief revision during the learning phase. These results suggest that surprise increases the salience of a cognitive conflict, thereby facilitating the revision of misconceptions. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2023/1 |