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首页> 外文期刊>Frontiers in Psychology >An Attempt to Correct Erroneous Ideas Among Teacher Education Students: The Effectiveness of Refutation Texts
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An Attempt to Correct Erroneous Ideas Among Teacher Education Students: The Effectiveness of Refutation Texts

机译：试图纠正教师教育学生的错误想法：驳斥文本的有效性

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There is sound evidence about the high prevalence of misconceptions about education among pre-service teachers. This trend continues after students complete the degree in education and once they are in the exercise of their profession. In fact, several studies show that these misconceptions are widespread among in-service teachers. Erroneous ideas about education may divert material and human resources to poor grounded methods and teaching tools, compromising the quality of education. Strategies to debunk misconceptions among future teachers, who may not have a firm position about many educational issues, might contribute to reverse this trend. The main goal of the present study was to assess the efficacy of refutation texts in the correction of misconceptions among pre-service teachers. As in previous studies with in-service teachers, refutation texts were effective in reducing participants’ endorsement of misconceptions. But this effect was short-lived and did not affect participants’ intention to use educational methods that are based on the misconceptions addressed in the refutation texts.
机译：有关在服务前教师之间教育的误区普遍存在的普遍存在普遍存在的证据。在学生完成教育学位后，这种趋势仍在继续，并且一旦他们在行使他们的职业。事实上，一些研究表明，这些误解是在职教师的普遍存在。关于教育的错误想法可以将材料和人力资源转移到贫困的接地方法和教学工具，妥协教育质量。在未来的教师中揭露揭幕战略的策略可能没有关于许多教育问题的坚定立场，可能有助于扭转这一趋势。本研究的主要目的是评估驳斥纠正前职位教师误解的疗效。与以前的在职教师在先前的研究中，驳斥文本有效减少参与者的误解的认可。但这种效果是短暂的，并且没有影响参与者使用基于驳旧文本的误解的教育方法。

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