Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning
Dados Bibliográficos
| ID | 21499424 |
|---|---|
| Autores | Anna‐sophia Dersch (0000-0002-6012-3411, Department of Educational Psychology University of Giessen Giessen Germany, autor correspondente), Alexander Renkl (0000-0001-7971-0619, Department of Psychology University of Freiburg Freiburg Germany), Alexander Eitel (0000-0001-6403-3467, Department of Educational Psychology University of Giessen Giessen Germany) |
| Ano | 2022 |
| Volume | 38 |
| Fascículo | 4 |
| Páginas | 977-992 |
| Data de publicação | 2022-08-01 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Computer Assisted Learning (JOURNAL) |
| Identificadores do periódico | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12671 |
| OpenAlex | W4223574518 |
| Idioma | EN |
| Citações recebidas | 9 |
| Referências citadas | 56 |
Conceptual change · Conceptual framework · Epistemology · Feeling · Mathematics education · Odds · Teaching method · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Visual and Cognitive Learning Processes
From Learning-Style Neuromyths to AI-Enabled Personalisation for Teacher Preparation
Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change
Fostering conceptual change by comparing correct and incorrect solutions – The role of individual misconceptions
Foreign language effect and neuromyth discernibility
AI tutors vs. tenacious myths
Eye‐Movement Modelling as a Tool to Foster Digital Reading Competencies and Misconception Change When Reading Webpages in L2
Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom
“Who evaluates immigrant students differently? Not me!”
Testing the independent effects of refutations and summaries on understanding
Misconceptions Reconceived
Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change
Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load
Capturing and modeling the process of conceptual change
Refutation Text in Science Education
Pictorial Illustrations Still Improve Students' Learning from Text
Neuromyths in Education
The Role of Anomalous Data in Knowledge Acquisition
Reconceptalizing change in the cognitive construction of knowledge
Uses and abuses of coefficient alpha.
Accommodation of a scientific conception
DeFT
Cognitive Theory of Multimedia Learning
G*Power 3
Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning
Misconceptions die hard
Refuting student teachers’ misconceptions about multimedia learning
Accepting Threatening Information
Development and validation of brief measures of positive and negative affect
The effects of feedback interventions on performance
A Cognitive-Functional Model for the Effects of Discrete Negative Emotions on Information Processing, Attitude Change, and Recall
Teachers’ perceptions of professional identity
Identity and Epistemic Emotions During Knowledge Revision
Bridging Reading Comprehension and Conceptual Change in Science Education
Promoting Conceptual Change in Science
Promoting systematic processing in low-motivation settings
The Power of Feedback
| Citações por ano | 3 |
|---|---|
| Intervalo de citações | 2023 - 2026 (4) |
| Altamente citado | Não |