揭开学习风格的面纱：利用播客和文本改变职前教师的观念

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-08-31 DOI:10.1016/j.learninstruc.2024.101991

Julia Götzfried, Lea Nemeth, Victoria Bleck, Frank Lipowsky

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引用次数: 0

摘要

背景（职前）教师中普遍存在学习风格误区。研究表明，反驳误解并将其与科学概念进行对比的课文和播客可以通过认知冲突有效地消除这些误解，鼓励教师对自己的信念进行反思。目的我们研究了概念改变文本和播客与说明性信息演示相比，在干预后立即和长达八周的时间里，是否有不同的潜力促使职前教师在学习风格迷思方面发生概念改变。实验研究采用了 2 x 2 x 4 混合设计（信息呈现方式：概念改变与说明性；媒介：播客与文本；时间：治疗前后以及四周和八周后）。参与者被随机分配到四个条件之一。结果在短期内（p < 0.01，η2 = 0.08）和长期内（p = 0.03，η2 = 0.04），概念改变条件比说明性条件更能降低学生的信念。在短期内（p = 0.62，η2 = 0.00，BF01 = 9.13）和长期内（p = 0.67，η2 = 0.00，BF01 = 39.94），文本和播客同样有效。

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Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts

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.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.