The Effect of Refuting Misconceptions in the Introductory Psychology Class

Abstract

Students often come into the introductory psychology course with many misconceptions and leave with most of them intact. Borrowing from other disciplines, we set out to determine whether refutational lecture and text are effective in dispelling student misconceptions. These approaches first activate a misconception and then immediately counter it with correct information. We tested students' knowledge of 45 common misconceptions and then taught the course with lecture and readings of a refutational or standard format or did not cover the information at all. Students showed significant changes in their beliefs when we used refutational approaches, suggesting refutational pedagogies are best for changing students' misconceptions.