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ERIC Number: EJ915925
Record Type: Journal
Publication Date: 2011-Jan
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1527-9316
Effectiveness of Refutational Teaching for High- and Low-Achieving Students
Kowalski, Patricia; Taylor, Annette Kujawski
Journal of the Scholarship of Teaching and Learning, v11 n1 p79-90 Jan 2011
We assessed the effectiveness of refutational readings and lecture on decreasing psychological misconceptions for students of high versus low levels of achievement. During the course of a semester we addressed introductory psychology students' misconceptions with refutational readings, refutational lecture, or not at all. From pre- and post-test measures of student misconceptions, we calculated gain scores and from first semester GPA we identified students' achievement levels. High-achieving students had fewer misconceptions after completing refutational readings, or after hearing the refutational lecture. Low-achieving students, however, had fewer misconceptions only after hearing the refutational lecture. We conclude that students who are lower achievers in college may need more than just refutational readings to change misconceptions. (Contains 1 table.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A