Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts

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.