scholarly journals The effectiveness of refutation texts to correct misconceptions among educators.

2020 ◽  
Vol 26 (3) ◽  
pp. 411-421 ◽  
Author(s):  
Marta Ferrero ◽  
Tom E. Hardwicke ◽  
Emmanouil Konstantinidis ◽  
Miguel A. Vadillo
Keyword(s):  
Refutation Texts

EXPRESS: The Effects of Experimentally Induced Emotions on Revising Common Vaccine Misconceptions

2021 ◽  
pp. 174702182110178
Author(s):  
Greg Trevors ◽  
Catherine Bohn-Gettler ◽  
Panayiota Kendeou
Keyword(s):  
Cognitive Processes ◽  
Positive Emotions ◽  
Educational Practice ◽  
Empirical Knowledge ◽  
Emotion Induction ◽  
Correct Information ◽  
Knowledge Revision ◽  
Refutation Texts ◽  
Experimentally Induced

Knowledge revision is the process of updating incorrect prior knowledge in light of new, correct information. Although theoretical and empirical knowledge has advanced regarding the cognitive processes involved in revision, less is known about the role of emotions, which have shown inconsistent relations with key revision processes. The present study examined the effects of experimentally induced emotions on online and offline knowledge revision of vaccination misconceptions. Before reading refutation and non-refutation texts, 96 individuals received either a positive, negative, or no emotion induction. Findings showed that negative emotions, more than positive emotions, resulted in enhanced knowledge revision as indicated by greater ease of integrating correct information during reading and higher comprehension test scores after reading. Findings are discussed with respect to contemporary frameworks of knowledge revision and emotion in reading comprehension and implications for educational practice.

scholarly journals It’s Contagious! The Effects of Gamifying Refutation Texts on Emotions and Learning

2021 ◽  
Author(s):  
Greg Trevors
Keyword(s):  
Public Engagement ◽  
Positive Emotions ◽  
Scaling Up ◽  
Emotional Reactions ◽  
Health Policies ◽  
Public Health Policies ◽  
Substantial Body ◽  
Correct Information ◽  
Public Engagement With Science ◽  
Refutation Texts

The current study investigated the effects of gamifying refutations on emotions and learning. Refutations have a substantial body of evidence supporting their use to correct misconceptions, yet reduced efficacy has been observed for some topics that induce negative emotional reactions. We tested whether gamification could mitigate these limits given that it capitalizes on positive affective engagement. From May to December 2020, approximately 200,000 individuals were recruited from social media in Canada to engage with a non-game interactive survey as a control or a fully gamified platform focused on correcting COVID-19 misconceptions. Gamification resulted in higher levels of happiness and anxiety and lower levels of anger and skepticism in response to having misconceptions corrected by refutations. Further, participants who engaged with gamified refutations retained correct information after a brief period. Finally, positive emotions and anxiety positively predicted and negative emotions largely negatively predicted retention and support for related public health policies. Implications for scaling up and reinforcing the benefits of refutations for public engagement with science are discussed.

Refutation Texts for Effective Climate Change Education

2017 ◽  
Vol 65 (1) ◽  
pp. 23-34 ◽  
Author(s):  
E. Michael Nussbaum ◽  
Jacqueline R. Cordova ◽  
Abeera P. Rehmat
Keyword(s):  
Climate Change ◽  
Climate Change Education ◽  
Refutation Texts

Refutation Texts: A New Approach to Changing Public Misconceptions About Education Policy

2019 ◽  
Vol 48 (5) ◽  
pp. 263-272 ◽  
Author(s):  
Stephen J. Aguilar ◽  
Morgan S. Polikoff ◽  
Gale M. Sinatra
Keyword(s):  
Education Policy ◽  
Common Core State Standards ◽  
Direct Evidence ◽  
State Standards ◽  
Core State ◽  
Education Policies ◽  
New Approach ◽  
Policy Issues ◽  
The Common ◽  
Refutation Texts

Individuals often have misconceptions about education policy issues. Prior research has shown that refutation texts can address misconceptions in other areas (e.g., climate change, GMOs); this study is the first to explore whether participants’ views on controversial education policies—the Common Core State Standards and charter schools—are similarly malleable through refutation text interventions. Results of two experiments show that refutation texts reduced participants’ misconceptions and increased their correct conceptions about both policy issues. These impacts persisted for at least a week in both cases. Our findings hold promise for policymakers, implementers, and researchers seeking to buttress support for policies through direct, evidence-based refutation texts.

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