TY  - JOUR
T1  - The Halo Effect as a Teaching Tool for Fostering Research-Based Learning
AU  - Behrmann, Lars
PY  - 2019
DA  - April
DO  - 10.12973/eu-jer.8.2.433
JF  - European Journal of Educational Research
JO  - eujer
PB  - Eurasian Society of Educational Research
WT  - DergiPark
SN  - 2165-8714
SP  - 433
EP  - 441
VL  - 8
IS  - 2
LA  - en
AB  - Teachers’ use of everyday cognitive heuristics can lead to biases in information processing and, thus, to unfair assessments of student characteristics. This problem can be addressed by a core aspect of research-based learning, i.e., by making use of principles and methods of empirical research in order to systematically collect information. However, pre-service teachers’ attitude towards the use of empirical research methods is usually rather low. To foster their attitudes, a total of 444 student teachers were confronted with their own biased perception during a methodology course. Biased perception was triggered by a halo effect inducing experiment. In a subsequent semester, n = 113 of these students participated in an online survey. They answered questions about their cognitive activity and affective reaction following the presentation of the results of the experiment. Moreover, they reported about perceived attitude changes towards systematic thinking and research methods. The results demonstrate the successful implementation of the halo effect, which affected the students cognitively and emotionally. Structural equation modelling showed, that attitude change was dependent on both cognitive and affective reactions. The findings indicate that the halo effect is not only easy to implement in university courses but also appears to have substantial impact on students’ attitudes towards research-based learning.
KW  - Halo effect
KW  - research-based learning
KW  - teacher education
KW  - research methods
KW  - teacher attitudes
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UR  - https://doi.org/10.12973/eu-jer.8.2.433
L1  - https://dergipark.org.tr/en/download/article-file/695809
ER  -