Tackling Scientific Misconceptions: The Element of Surprise
Abstract
Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response. It was induced by letting children generate predictions before presenting them with...
Paper Details
Title
Tackling Scientific Misconceptions: The Element of Surprise
Published Date
May 10, 2021
Journal
Volume
92
Issue
5
Pages
2128 - 2141
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