Journalartikel
Autorenliste: Prinz, Anja; Kollmer, Julia; Flick, Lisa; Renkl, Alexander; Eitel, Alexander
Jahr der Veröffentlichung: 2022
Seiten: 89-110
Zeitschrift: Instructional Science
Bandnummer: 50
Heftnummer: 1
ISSN: 0020-4277
eISSN: 1573-1952
Open Access Status: Hybrid
DOI Link: https://doi.org/10.1007/s11251-021-09568-z
Verlag: Springer
Abstract:
Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making "concessions" to student teachers' prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.
Zitierstile
Harvard-Zitierstil: Prinz, A., Kollmer, J., Flick, L., Renkl, A. and Eitel, A. (2022) Refuting student teachers' misconceptions about multimedia learning, Instructional Science, 50(1), pp. 89-110. https://doi.org/10.1007/s11251-021-09568-z
APA-Zitierstil: Prinz, A., Kollmer, J., Flick, L., Renkl, A., & Eitel, A. (2022). Refuting student teachers' misconceptions about multimedia learning. Instructional Science. 50(1), 89-110. https://doi.org/10.1007/s11251-021-09568-z
Schlagwörter
COGNITIVE-PROCESSES; Conceptual change; CONTINUED INFLUENCE; knowledge transfer; MISCONCEPTIONS; misinformation; Multimedia learning; NEUROSCIENCE; REFUTATION TEXTS
