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Title: Revising Biology Misconceptions Using Retrieval Practice and Explanation Prompts
Authors: Oliver, Merrin
Renken, Maggie
Williams, Joseph Jay
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Oliver, M., Renken, M., & Williams, J. J. (2018). Revising Biology Misconceptions Using Retrieval Practice and Explanation Prompts. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Conceptual change instruction is crucial in domains like science, where students come into the classroom with intuitive misconceptions that need to be revised. While previous conceptual change instruction has focused on classroom-based environments, this study designed an online activity that identified misconceptions with a retrieval-practice task and compared the effects of subsequent self-explanation and instructional explanation prompts on knowledge revision. Results indicated that the retrieval practice activity induced cognitive conflict in learners who had misconceptions, and learners who received subsequent prompts to explain the correct answers had significantly higher posttest scores than students who read refuting explanations. We suggest that self-explaining is a particularly effective revision task for online Biology courses, where students may not actively engage with the refuting explanations that are used in classroom-based conceptual change instruction.
Appears in Collections:ICLS 2018

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