Fostering conceptual change by comparing correct and incorrect solutions – The role of individual misconceptions

Background Conceptual change emerges from cognitive conflicts between new information and prior understanding. Confronting learners with their incorrect solutions and asking them to compare these to correct solutions can facilitate successful acquisition of new concepts. This learning process of committing errors and comparing solutions occurs, for instance, in problem-solving prior to instruction (PS-I). However, it is not clear how well this comparison has to be aligned to students’ individual errors. Aims We examine if conceptual change is more effectively supported by comparing a correct solution to an individually aligned incorrect solution rather than to a typical incorrect solution example. Sample Participants were 184 sixth graders. Methods In a computer-based learning environment, learners solved a fraction problem. They then received: 1) the correct solution only (control condition), 2) a correct and an individually aligned incorrect solution (alignment condition), or 3) a correct and non-aligned incorrect solution (contra-alignment condition). Results Unlike in previous studies, using both correct and incorrect solutions (i.e., regardless of the alignment) did not outperform the correct solution only approach. However, learners in the alignment condition had the highest learning outcomes, supporting conceptual change theories. Intermediate knowledge after the problem-solving phase (visible in students’ solutions) significantly influenced learning outcomes. Prior knowledge predicted learning outcomes only in the alignment and the control condition, a trend not observed in the contra-alignment condition. Conclusions This study highlights that comparison processes can support conceptual change when tailored to individual misconceptions.