Calling out misconceptions
This article is about a technique used in exposition; specifically, it is a learning technique that is used by explainers via embedding into their expositions, such as in-class explainer exposition, text exposition, or video exposition.
View list of exposition techniques | View summary table of learning techniques
Definition
Calling out misconceptions is a particular way of addressing learner misconceptions explicitly in exposition (in-class, text, or 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.
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
External links
- Khan Academy and the Effectiveness of Science Videos by Derek Muller (Veritasium)