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Related Experiment Video

Updated: Jul 9, 2026

A Protocol for the Administration of Real-Time fMRI Neurofeedback Training

A Protocol for the Administration of Real-Time fMRI Neurofeedback Training

Published on: August 24, 2017

Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments.

Noah L Schroeder¹, Aurelia C Kucera²

¹Department of Leadership Studies in Education and Organizations, Wright State University, 3640 Colonel Glenn Highway, Dayton, OH 45435 USA.

Educational Psychology Review

|January 31, 2022

Summary

Refutation texts effectively correct scientific misconceptions, improving learning across diverse subjects. This instructional method offers a cost-effective way to enhance scientific understanding for the public.

Keywords:

Conceptual change Learning Meta-analysis Refutation Refutation text

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Area of Science:

Educational Psychology
Science Communication
Cognitive Science

Background:

Scientific misconceptions are widespread and can hinder public health and scientific literacy.
Refutation texts are a low-cost instructional strategy to address these misconceptions.

Purpose of the Study:

To evaluate the effectiveness of refutation text structure on learning outcomes.
To determine the impact of refutation texts on correcting scientific misconceptions.

Main Methods:

A random-effects meta-analysis was performed.
Data from 44 independent comparisons (n=3,869) were analyzed.
Effectiveness was compared against other learning conditions.

Main Results:

Refutation text demonstrated a positive, moderate effect size (g=0.41, p<.001) on learning.
The positive effect was consistent and robust across various educational contexts.

Conclusions:

Refutation texts are a valuable tool for improving scientific understanding.
Implementation of refutation texts can facilitate learning in numerous scientific fields.