Situational interest helps correct misconceptions: An investigation of conceptual change in university students

Abstract

Many learners possess misconceptions regarding instructional content; toward this aim, educational practitioners employ teaching practices that support learners’ efforts to restructure their existing knowledge structures—a process known as conceptual change. The Cognitive Reconstruction of Knowledge Model emphasizes the importance of conceptual dissatisfaction, topic interest, and learners’ need for cognition in the process of conceptual change. However, most conceptual change studies have failed to differentiate the contribution of dispositional and situational interest to the revision of conceptual understanding. The current study was designed to test key predictions of the Cognitive Reconstruction of Knowledge Model while also exploring the influence of dispositional and situational interest on the conceptual change process. Participants (N = 360) recruited from two universities in the United States completed measures assessing pre- and post-test knowledge, individual and situational interest, need for cognition, dissatisfaction, and cognitive engagement. Further, participants read a refutational text designed to address commonly endorsed misconceptions regarding HIV/AIDS. Results of a path analysis indicated situational interest exerted a significant indirect effect on conceptual change scores through cognitive engagement. Contrary to the predictions of the Cognitive Reconstruction of Knowledge Model, our findings indicated that the need for cognition, individual interest, and cognitive conflict were not significant predictors of conceptual change. We believe the findings of our investigation highlight the importance of fostering situational interest when attempting to promote knowledge reconstruction among learners.