Calling out misconceptions - Revision history

Vipul at 23:42, 3 December 2023

2023-12-03T23:42:10Z

← Older revision		Revision as of 23:42, 3 December 2023
Line 3:		Line 3:
	== Definition ==		== Definition ==

	'''Calling out misconceptions''' is a particular way of addressing learner [[misconception]]s explicitly in exposition ([[in-class explainer exposition\|in-class]], [[text exposition\|text]], or [[video exposition\|video]]). The typical format is to first explicitly state the misconception as a possible view, then explicitly state and explain how it is a misconception and what the correct concept is.		'''Calling out misconceptions''' is a particular way of addressing learner [[defining ingredient::misconception]]s explicitly in exposition ([[in-class explainer exposition\|in-class]], [[text exposition\|text]], or [[video exposition\|video]]). The typical format is to first explicitly state the misconception as a possible view, then explicitly state and explain how it is a misconception and what the correct concept is.

	Some research has shown that calling out misconceptions is more likely to lead people to correct misconceptions than simply presenting the correct concepts, particularly in cases where the distinction between the misconception and correct concept is not obvious for people holding the misconception.		Some research has shown that calling out misconceptions is more likely to lead people to correct misconceptions than simply presenting the correct concepts, particularly in cases where the distinction between the misconception and correct concept is not obvious for people holding the misconception.

Vipul at 23:39, 3 December 2023

2023-12-03T23:39:41Z

← Older revision		Revision as of 23:39, 3 December 2023
Line 1:		Line 1:
			{{exposition technique}}

	== Definition ==		== Definition ==

Vipul: /* Definition */

2023-12-02T07:58:29Z

Definition

← Older revision		Revision as of 07:58, 2 December 2023
Line 3:		Line 3:
	'''Calling out misconceptions''' is a particular way of addressing learner [[misconception]]s explicitly in exposition ([[in-class explainer exposition\|in-class]], [[text exposition\|text]], or [[video exposition\|video]]). The typical format is to first explicitly state the misconception as a possible view, then explicitly state and explain how it is a misconception and what the correct concept is.		'''Calling out misconceptions''' is a particular way of addressing learner [[misconception]]s explicitly in exposition ([[in-class explainer exposition\|in-class]], [[text exposition\|text]], or [[video exposition\|video]]). The typical format is to first explicitly state the misconception as a possible view, then explicitly state and explain how it is a misconception and what the correct concept is.

	Some research has shown that calling out misconceptions is more likely to lead people to correct misconceptions than simply presenting the correct concepts, particularly in cases where the distinction between the misconception and correct concept ~~are~~ not obvious for people holding the misconception.		Some research has shown that calling out misconceptions is more likely to lead people to correct misconceptions than simply presenting the correct concepts, particularly in cases where the distinction between the misconception and correct concept is not obvious for people holding the misconception.

	== Order of presentation ==		== Order of presentation ==

Issa Rice at 19:21, 23 September 2021

2021-09-23T19:21:54Z

← Older revision		Revision as of 19:21, 23 September 2021
Line 17:		Line 17:
	* Diversity of misconceptions and ability to interactively tailor the path: For one-on-one tutoring, using the second approach may allow one to skip covering the misconception if the learner does not exhibit it after learning. Also, if there are different kinds of misconceptions, the specific discussion can be tailored to the learner's specific misconception exhibited.		* Diversity of misconceptions and ability to interactively tailor the path: For one-on-one tutoring, using the second approach may allow one to skip covering the misconception if the learner does not exhibit it after learning. Also, if there are different kinds of misconceptions, the specific discussion can be tailored to the learner's specific misconception exhibited.
	* Value of initial exercise in trying to apply the concept ''before'' learning of the misconception: In some cases, trying to apply the concept before learning of the misconception helps the learner sit up and pay more attention to the misconception. In such cases, the second approach is better.		* Value of initial exercise in trying to apply the concept ''before'' learning of the misconception: In some cases, trying to apply the concept before learning of the misconception helps the learner sit up and pay more attention to the misconception. In such cases, the second approach is better.


	== Alternatives ==		== Alternatives ==

Vipul: Created page with "== Definition == '''Calling out misconceptions''' is a particular way of addressing learner misconceptions explicitly in exposition (in-class explainer exposition|in-cl..."

2021-09-23T04:03:52Z

Created page with "== Definition == '''Calling out misconceptions''' is a particular way of addressing learner misconceptions explicitly in exposition (in-class explainer exposition|in-cl..."

New page

== Definition ==

'''Calling out misconceptions''' is a particular way of addressing learner [[misconception]]s explicitly in exposition ([[in-class explainer exposition|in-class]], [[text exposition|text]], or [[video exposition|video]]). The typical format is to first explicitly state the misconception as a possible view, then explicitly state and explain how it is a misconception and what the correct concept is.

Some research has shown that calling out misconceptions is more likely to lead people to correct misconceptions than simply presenting the correct concepts, particularly in cases where the distinction between the misconception and correct concept are not obvious for people holding the misconception.

== Order of presentation ==

One variable when calling out misconceptions is the order of presenting correct concept and misconception. Two possible orders are:

* Misconception first, then point out that it's wrong, then present correct concept
* Present correct concept first, then ask a question, then (possibly conditioned to the answer being driven by a misconception): discuss misconception, point out that it's wrong, then reinforce correct concept

The transition from misconception to correct concept is important to correct the misconception. Both the above orders do so. The first order is shorter, and the second is longer. The best order depends on a few factors:

* Time: When less time is available, the "misconception first" route is faster.
* Diversity of misconceptions and ability to interactively tailor the path: For one-on-one tutoring, using the second approach may allow one to skip covering the misconception if the learner does not exhibit it after learning. Also, if there are different kinds of misconceptions, the specific discussion can be tailored to the learner's specific misconception exhibited.
* Value of initial exercise in trying to apply the concept ''before'' learning of the misconception: In some cases, trying to apply the concept before learning of the misconception helps the learner sit up and pay more attention to the misconception. In such cases, the second approach is better.

== Alternatives ==

An alternative to calling out misconceptions is the use of the [[error-spotting exercise]] for learners to identify and correct their own misconceptions. In many situations, error-spotting exercises aren't feasible.

== See also ==

* [[Define then discuss]]
* [[Examples first]]
== External links ==

* [https://www.youtube.com/watch?v=eVtCO84MDj8 Khan Academy and the Effectiveness of Science Videos] by Derek Muller (Veritasium)