Pedagogical Innovations Journal Club
University Office Plaza, room 444
The article we will discuss is “Reducing Students’ Misconceptions With Refutational Teaching: For Long-Term Retention, Comprehension Matters,” published in 2017 in Scholarship of Teaching and Learning in Psychology. The authors wanted to determine if directly addressing common misconceptions and refuting them (refutational teaching) produced greater changes in students than traditional teaching methods. Students taught with the refutational method demonstrated more retention of correct concepts at the end of the course when compared to traditional methods or no intervention. Significantly, these results still held 2 years after the course was over. We will discuss the implications of this article for your teaching.
Come to journal club in person or join via WebEx.