Experimenter Confirmation Bias and the Correction of Science Misconceptions

Abstract

This paper describes a randomised educational experiment (n = 47) that examined two different teaching methods and compared their effectiveness at correcting one science misconception using a sample of trainee primary school teachers. The treatment was designed to promote engagement with the scientific concept by eliciting emotional responses from learners that were triggered by their own confirmation biases. The treatment group showed superior learning gains to control at post-test immediately after the lesson, although benefits had dissipated after 6 weeks. Findings are discussed with reference to the conceptual change paradigm and to the importance of feeling emotion during a learning experience, having implications for the teaching of pedagogies to adults that have been previously shown to be successful with children.

Keywords:

• Pedagogy
• Teacher-training
• Misconception
• Conceptual change
• Practical work

Notes

1 Since the ‘cold’ water in both beakers was actually at the same temperature as the surrounding air, and in order for heat to move there must be a differential in temperature, there was no net heat loss/gain from either beaker. The wool lagging did not make any difference because heat was not being transferred in either case.

2 Accepted theory states that when the action of air resistance is negligible (as it was with the two balls used in the current study), objects of different mass are observed to undergo the same acceleration due to gravity and so will be appearing to freefall at equivalent speed.

3 Postgraduate certificate in education.

4 Taken by year 9 pupils (aged 13–14) in England.

5 Taken by year 11 pupils (aged 15–16) in England.

6 Cognitive ability test standard age score.