Misconceptions die hard

• Verfasst von: Menz, Cordelia [VerfasserIn]
• Verfasst von: Spinath, Birgit [VerfasserIn]
• Verfasst von: Seifried, Eva [VerfasserIn]
• Titel: Misconceptions die hard
• Titelzusatz: prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers
• Verf.angabe: Cordelia Menz, Birgit Spinath, Eva Seifried
• Jahr: 2021
• Jahr des Originals: 2020
• Umfang: 18 S.
• Fussnoten: Gesehen am 12.07.2021 ; Published online: 18 March 2020
• Titel Quelle: Enthalten in: European journal of psychology of education
• Ort Quelle: Dordrecht [u.a.] : Springer Netherlands, 1986
• Jahr Quelle: 2021
• Band/Heft Quelle: 36(2021), 2, Seite 477-494
• ISSN Quelle: 1878-5174
• DOI: doi:10.1007/s10212-020-00474-5
• Datenträger: Online-Ressource
• Sprache: eng
• K10plus-PPN: 1697837859
• K10plus-PPN:
  Universitätsbibliothek
• Lokale URL UB: Zum Volltext

Abstract

Endorsement of educational psychological misconceptions among preservice teachers can be a threat for reaching educational goals. Therefore, it is of societal interest whether preservice teachers hold educational psychological misconceptions and, if they do, whether these misconceptions can be reduced through confrontation with empirical evidence. Prevalence and refutability of misconceptions were analyzed among N = 937 German preservice teachers who participated in an online survey. Results indicated a high prevalence of educational psychological misconceptions but also the possibility of a reduction through refutation-style texts. However, only few preservice teachers shifted their opinions from (rather) endorsing a misconception to (rather) not endorsing it after reading the text. We conclude that educational psychological misconceptions are common among German preservice teachers and that merely presenting empirical evidence is insufficient to effectively counteract misconceptions. Future research should deepen the understanding of why and wherefrom these misconceptions occur and develop efficient interventions to counteract misconceptions among preservice teachers.