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.
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The refutational approach was more effective than the Alka-Seltzer approach at changing false beliefs.
“In a direct comparison of strategies, Kowalski and Taylor (2009) demonstrated that the refutational approach was more effective than the Alka-Seltzer approach at changing false beliefs.”
From Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning (2024) · cites this paper as Kowalski & Taylor, 2009
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Bensley, D. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108684354.005 · Cited by 8 · see citing works
The Importance of Taking Psychology: A Comparison of Three Levels of Exposure
Landrum, R. E., Gurung, R. A. R., & Amsel, E. A. (2019) · Teaching of Psychology · doi:10.1177/0098628319872574 · Cited by 7 · see citing works
Promoting Critical Thinking by Teaching, or Taking, Psychology Courses
Bernstein, D. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108684354.006 · Cited by 6 · see citing works
Grospietsch, F., & Mayer, J. (2021) · Zeitschrift für Didaktik der Naturwissenschaften · doi:10.1007/s40573-021-00127-0 · Cited by 7 · see citing works
- Authors
- Kowalski, P., & Taylor, A. K.
- Affiliations
- University of San Diego (US)
- Corresponding author
- Kowalski, Patricia
- Venue
- Teaching of Psychology
- Publisher
- SAGE Publications
- Published
- 2009-06-24
- Volume
- 36
- Issue
- 3
- Pages
- 153-159
- ISSN
- 0098-6283 (ISSN-L)
- 1532-8023
- OpenAlex
- W2097093880
- Cited by
- 192
- References
- 28
- Citations by year
- 2026: 6 · 2025: 12 · 2024: 12 · 2023: 14 · 2022: 17 · 2021: 14 · 2020: 8 · 2019: 19 · 2018: 14 · 2017: 18 · 2016: 10 · 2015: 8 · 2014: 11 · 2013: 12 · 2012: 10
- FWCI
- 24.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching of Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- misconceptions, introductory psychology, belief revision, science education, misconceptions about psychology, lecture format, reading textbooks
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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