What happens when students bring with them prior knowledge that is downright wrong? Research shows that inaccurate prior knowledge can cause a barrier to learning. As students unsuccessfully try to ‘stick’ new learning to flawed beliefs or inaccurate mental models, they tend to ignore or reject the new knowledge, rather than change or adapt their existing beliefs.
How can you help students avoid getting stuck in an inaccurate rut? Well, this largely depends on the type of inaccurate knowledge you are dealing with.
Simple facts or isolated beliefs: These can generally be corrected by presenting students with a revised explanation, argument or evidence.
Theories or beliefs that are integrated into wider mental models: Again, these can often be corrected by presenting alternative explanations and evidence. But the process is likely to take longer than for simple isolated facts and beliefs.
Misconceptions: These are models or theories that are deeply embedded in the students' thinking and world view and because of this are very resistant to change. This is often because they have been reinforced many times over a long period of time and in different ways. They are also often made up of a combination of accurate and inaccurate elements — meaning that students are less able to see the flaws in their thinking, because parts of the view are justified.
This can be particularly problematic when dealing with judgemental stereotypes or deeply rooted beliefs. Research shows that, although these can be difficult to change through formal instruction, students can learn to suppress these beliefs and to rely more on rational analysis. However, because this requires more cognitive energy, they can easily slip back to old ways of thinking in pressurised situations.
Strategies to Consider
Predict and Test
Challenge students' flawed models or beliefs by asking them to make a prediction and then to test them. Support students in drawing out the flaws in their original thinking.
Justify
Ask students to justify their reasoning. For some students this will help reveal the internal contradictions and make them more open to new knowledge. This is unlikely to work for deep-rooted misconceptions, though.
Bridging
Build on the accurate parts of students’ knowledge to gradually move them away from misconceptions through a series of mini steps that correct the inaccuracies.
Repeat Practice
You need to allow enough time and space for the student to keep practicing and applying the accurate knowledge. Misconceptions reinforced over a long period of time can’t be undone with a single learning intervention.
