Date
2024-08-31Metadata
Show full item record
Aufsatz
Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts
Abstract
Background
The learning styles myth is prevalent among (pre-service) teachers. Research shows that texts and podcasts refuting misconceptions and contrasting them with scientific concepts can effectively dissolve such misconceptions through cognitive conflicts, encouraging the reflection of one's beliefs. However, it is unclear if texts and podcasts differ in refuting pre-service teachers' misconceptions.
Aims
We investigated if conceptual change texts and podcasts have different potential for inducing conceptual change among pre-service teachers regarding their beliefs in the learning styles myth, compared to an expository information presentation immediately and up to eight weeks after the intervention.
Sample
116 pre-service teachers participated in the short term, and 100 in the long term.
Methods
The experimental study used a 2 x 2 x 4 mixed-design (manner of information presentation: conceptual change vs expository; medium: podcast vs text; time: immediately before and after the treatment as well as four and eight weeks later). Participants were randomly assigned to one of four conditions. Students' beliefs were measured at all four measurement points.
Results
The conceptual change conditions led to a stronger decrease in students' beliefs than the expository conditions in the short term (p < 0.01, η² = 0.08) and the long term (p = 0.03, η² = 0.04). Text and podcast were equally effective in the short term (p = 0.62, η² = 0.00, BF01 = 9.13) and the long term (p = 0.67, η² = 0.00, BF01 = 39.94).
Conclusion
Podcasts and texts using conceptual change strategies can effectively dispel pedagogical misconceptions among pre-service teachers up to eight weeks post-intervention.
The learning styles myth is prevalent among (pre-service) teachers. Research shows that texts and podcasts refuting misconceptions and contrasting them with scientific concepts can effectively dissolve such misconceptions through cognitive conflicts, encouraging the reflection of one's beliefs. However, it is unclear if texts and podcasts differ in refuting pre-service teachers' misconceptions.
Aims
We investigated if conceptual change texts and podcasts have different potential for inducing conceptual change among pre-service teachers regarding their beliefs in the learning styles myth, compared to an expository information presentation immediately and up to eight weeks after the intervention.
Sample
116 pre-service teachers participated in the short term, and 100 in the long term.
Methods
The experimental study used a 2 x 2 x 4 mixed-design (manner of information presentation: conceptual change vs expository; medium: podcast vs text; time: immediately before and after the treatment as well as four and eight weeks later). Participants were randomly assigned to one of four conditions. Students' beliefs were measured at all four measurement points.
Results
The conceptual change conditions led to a stronger decrease in students' beliefs than the expository conditions in the short term (p < 0.01, η² = 0.08) and the long term (p = 0.03, η² = 0.04). Text and podcast were equally effective in the short term (p = 0.62, η² = 0.00, BF01 = 9.13) and the long term (p = 0.67, η² = 0.00, BF01 = 39.94).
Conclusion
Podcasts and texts using conceptual change strategies can effectively dispel pedagogical misconceptions among pre-service teachers up to eight weeks post-intervention.
Citation
In: Learning and Instruction Volume 94 (2024-08-31) eissn:1873-3263Sponsorship
Gefördert im Rahmen des Projekts DEALCitation
@article{doi:10.17170/kobra-2024092310871,
author={Götzfried, Julia and Nemeth, Lea and Bleck, Victoria and Lipowsky, Frank},
title={Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts},
journal={Learning and Instruction},
year={2024}
}
0500 Oax 0501 Text $btxt$2rdacontent 0502 Computermedien $bc$2rdacarrier 1100 2024$n2024 1500 1/eng 2050 ##0##http://hdl.handle.net/123456789/16097 3000 Götzfried, Julia 3010 Nemeth, Lea 3010 Bleck, Victoria 3010 Lipowsky, Frank 4000 Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts / Götzfried, Julia 4030 4060 Online-Ressource 4085 ##0##=u http://nbn-resolving.de/http://hdl.handle.net/123456789/16097=x R 4204 \$dAufsatz 4170 5550 {{Lernstil}} 5550 {{Konzeption}} 5550 {{Lernen}} 5550 {{Lehrerbildung}} 5550 {{Mythos}} 5550 {{Podcast}} 7136 ##0##http://hdl.handle.net/123456789/16097
2024-10-18T12:53:22Z 2024-10-18T12:53:22Z 2024-08-31 doi:10.17170/kobra-2024092310871 http://hdl.handle.net/123456789/16097 Gefördert im Rahmen des Projekts DEAL eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ misconceptions conceptual change pre-service teacher education educational myths Podcast 370 Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts Aufsatz Background The learning styles myth is prevalent among (pre-service) teachers. Research shows that texts and podcasts refuting misconceptions and contrasting them with scientific concepts can effectively dissolve such misconceptions through cognitive conflicts, encouraging the reflection of one's beliefs. However, it is unclear if texts and podcasts differ in refuting pre-service teachers' misconceptions. Aims We investigated if conceptual change texts and podcasts have different potential for inducing conceptual change among pre-service teachers regarding their beliefs in the learning styles myth, compared to an expository information presentation immediately and up to eight weeks after the intervention. Sample 116 pre-service teachers participated in the short term, and 100 in the long term. Methods The experimental study used a 2 x 2 x 4 mixed-design (manner of information presentation: conceptual change vs expository; medium: podcast vs text; time: immediately before and after the treatment as well as four and eight weeks later). Participants were randomly assigned to one of four conditions. Students' beliefs were measured at all four measurement points. Results The conceptual change conditions led to a stronger decrease in students' beliefs than the expository conditions in the short term (p < 0.01, η² = 0.08) and the long term (p = 0.03, η² = 0.04). Text and podcast were equally effective in the short term (p = 0.62, η² = 0.00, BF01 = 9.13) and the long term (p = 0.67, η² = 0.00, BF01 = 39.94). Conclusion Podcasts and texts using conceptual change strategies can effectively dispel pedagogical misconceptions among pre-service teachers up to eight weeks post-intervention. open access Götzfried, Julia Nemeth, Lea Bleck, Victoria Lipowsky, Frank doi:10.1016/j.learninstruc.2024.101991 Lernstil Konzeption Lernen Lehrerbildung Mythos Podcast publishedVersion eissn:1873-3263 Learning and Instruction Volume 94 false 101991
The following license files are associated with this item: