Publication Date
2024
Document Type
Dissertation/Thesis
First Advisor
Harris, Lindsay
Degree Name
Ph.D. (Doctor of Philosophy)
Legacy Department
Department of Leadership, Educational Psychology and Foundations (LEPF)
Abstract
Belief in psychological misconceptions, especially those regarding brain function and learning (i.e., neuromyths), hinders students’ decision-making and learning. This necessitates conceptual change. Using an experimental design, this dissertation examined whether a utility value instructional induction (UVII) facilitated conceptual change. Participants (N = 61) were assessed on their neuromyth endorsements and then randomly assigned to a UVII or control condition, with the UVII condition participants primed to think about experiences with and benefits of acting according to a utility value before reading refutation texts. Finally, participants were again assessed on their neuromyth endorsements. Participants were also assessed on comprehension and motivational beliefs (i.e., expectancies for success, utility value, interest) throughout the study. Paper one reports that the UVII did not affect comprehension or conceptual change. However, type of neuromyth was associated with conceptual change. Also, students’ accuracy and confidence judgements reflected poor metacognitive calibration. Paper two reports that, as utility value or interest increased, conceptual change increased. However, motivational beliefs did not moderate the effect of the UVII on conceptual change. Therefore, the UVII did not affect conceptual change. Also, according to prior research, other refutation-based interventions do not eliminate and only sometimes reduce psychological-misconception endorsement. Thus, paper three applies the theory of conceptual change, which has been primarily used for relatively socio-politically neutral topics such as physics, to five pernicious misconceptions pertinent to education. In doing so, these misconceptions are classified according to their form of prior incorrect knowledge to inform the selection of educational practices to refute these misconceptions.
Recommended Citation
Bamberger, Marissa Renee, "Psychological Misconceptions and Expanded Refutation: Motivating and Informing Educational Practices To Elicit Conceptual Change one Misconception at A Time" (2024). Graduate Research Theses & Dissertations. 7869.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7869
Extent
161 pages
Language
en
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
