Julia Götzfried, Lea Nemeth, Victoria Bleck, Frank Lipowsky
{"title":"Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts","authors":"Julia Götzfried, Lea Nemeth, Victoria Bleck, Frank Lipowsky","doi":"10.1016/j.learninstruc.2024.101991","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>The learning styles myth is prevalent among (pre-service) teachers. Research shows that texts and podcasts refuting misconceptions and contrasting them with scientific concepts can effectively dissolve such misconceptions through cognitive conflicts, encouraging the reflection of one's beliefs. However, it is unclear if texts and podcasts differ in refuting pre-service teachers' misconceptions.</p></div><div><h3>Aims</h3><p>We investigated if conceptual change texts and podcasts have different potential for inducing conceptual change among pre-service teachers regarding their beliefs in the learning styles myth, compared to an expository information presentation immediately and up to eight weeks after the intervention.</p></div><div><h3>Sample</h3><p>116 pre-service teachers participated in the short term, and 100 in the long term.</p></div><div><h3>Methods</h3><p>The experimental study used a 2 x 2 x 4 mixed-design (manner of information presentation: conceptual change vs expository; medium: podcast vs text; time: immediately before and after the treatment as well as four and eight weeks later). Participants were randomly assigned to one of four conditions. Students' beliefs were measured at all four measurement points.</p></div><div><h3>Results</h3><p>The conceptual change conditions led to a stronger decrease in students' beliefs than the expository conditions in the short term (<em>p</em> < 0.01, η<sup>2</sup> = 0.08) and the long term (<em>p</em> = 0.03, η<sup>2</sup> = 0.04). Text and podcast were equally effective in the short term (<em>p</em> = 0.62, η<sup>2</sup> = 0.00, BF<sub>01</sub> = 9.13) and the long term (<em>p</em> = 0.67, η<sup>2</sup> = 0.00, BF<sub>01</sub> = 39.94).</p></div><div><h3>Conclusion</h3><p>Podcasts and texts using conceptual change strategies can effectively dispel pedagogical misconceptions among pre-service teachers up to eight weeks post-intervention.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101991"},"PeriodicalIF":4.7000,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S095947522400118X/pdfft?md5=5ceec285d6ffb6c544233e6a51645c68&pid=1-s2.0-S095947522400118X-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S095947522400118X","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Background
The learning styles myth is prevalent among (pre-service) teachers. Research shows that texts and podcasts refuting misconceptions and contrasting them with scientific concepts can effectively dissolve such misconceptions through cognitive conflicts, encouraging the reflection of one's beliefs. However, it is unclear if texts and podcasts differ in refuting pre-service teachers' misconceptions.
Aims
We investigated if conceptual change texts and podcasts have different potential for inducing conceptual change among pre-service teachers regarding their beliefs in the learning styles myth, compared to an expository information presentation immediately and up to eight weeks after the intervention.
Sample
116 pre-service teachers participated in the short term, and 100 in the long term.
Methods
The experimental study used a 2 x 2 x 4 mixed-design (manner of information presentation: conceptual change vs expository; medium: podcast vs text; time: immediately before and after the treatment as well as four and eight weeks later). Participants were randomly assigned to one of four conditions. Students' beliefs were measured at all four measurement points.
Results
The conceptual change conditions led to a stronger decrease in students' beliefs than the expository conditions in the short term (p < 0.01, η2 = 0.08) and the long term (p = 0.03, η2 = 0.04). Text and podcast were equally effective in the short term (p = 0.62, η2 = 0.00, BF01 = 9.13) and the long term (p = 0.67, η2 = 0.00, BF01 = 39.94).
Conclusion
Podcasts and texts using conceptual change strategies can effectively dispel pedagogical misconceptions among pre-service teachers up to eight weeks post-intervention.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
