Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention

Masón, Lucía; Junyent, Andrea; Tornatora, Maria Caterina

doi:10.1016/j.compedu.2014.03.016

Cited by 103 publications

(95 citation statements)

References 48 publications

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“…Scanning a webpage consists in getting an overview and judging the information on usability and reliability to decide whether or not the information must be linked to the problem given and can be trustworthy, whereas processing the information refers to deep reading, elaborating the content, and assessing the Web information (Brand-Gruwel et al, 2005;Brand-Gruwel et al, 2009;Mason et al, 2014). Our students-particularly Ashley, Myriam, and Moses-performed good actions on jel.ccsenet.org Vol.…”

Section: Discussionmentioning

confidence: 99%

“…Educational research has already provided successful evidence about the improvement of IPS skills and individual learning in a technology environment by implementing appropriate questions and reflection prompts that trigger students to activate key cognitive processes to solve the learning task (Raes et al, 2012;Mason et al, 2014;Walhout et al, 2015). Scaffolds could be embedded in the IPS task to give guidance and support to learn IPS skills and sub-skills, and gradually withdraw them as the instructional process progresses.…”

Section: Instructional Applicationsmentioning

confidence: 99%

“…As a result, the information selected may either come from a commercial or a scientific source (Fidel et al, 1999;Mason, Junyent, & Tornatora, 2014).…”

Section: Information-problem Solvingmentioning

confidence: 99%

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Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Argelagós¹,

Pifarré²

2016

JEL

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Internet has become one of the most important information sources for students' personal and academic life. In addition, the World Wide Web is receiving increased attention in education because of its potential to support new forms of learning. However, using the information from the net for learning requires the development of a set of abilities such as searching and tackling information from the Internet to find solutions of a problem-this set of abilities is called Information-Problem Solving (IPS) skills. The main objectives of this study are the following three: first, to provide a detailed description about how secondary students solve an IPS task; second, to identify key IPS skills, sub-skills, and regulation activities that have more incidence upon students' success to solve a problem using digital information on the Web; and third, to use this information to draw educative guidelines to design web-based instructional process and foster IPS in secondary classrooms. In-depth analyses of quantitative and qualitative data of a multi-case study allowed us to identify distinctive patterns and sequences of IPS skills used by students to solve a task. Furthermore, IPS skills (defining the problem and search for information), sub-skills (specifying search terms and selecting results from a SERP), and regulation activities (orientation on the task, monitoring, and testing) were identified as key skills which have more incidence in students to solve successfully IPS tasks to learn curricular contents at school.

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Section: Discussionmentioning

confidence: 99%

Section: Instructional Applicationsmentioning

confidence: 99%

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Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Argelagós¹,

Pifarré²

2016

JEL

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“…When students do not have the skills to manage information, but rather the tendency to cut and paste materials without evaluating the sources and information provided, they are quickly overwhelmed by hundreds of documents which cannot be dealt with in a meaningful way (Hannafin et al 2009;Rouet et al 2011;Stadtler & Bromme 2008). In contrast, only accurate and supported information from reliable sources should be followed up for an effective use of Internetbased material (Barzilai & Zohar 2012;Braasch et al 2013;Mason et al 2014;Walraven et al 2013). …”

Section: Introductionmentioning

confidence: 94%

Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis

Masón

Pluchino

Ariasi

2014

Education Tech Research Dev

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Students search the Web frequently for many purposes, one of which is to search information for academic assignments. Given the huge amount of easily accessible online information, they are required to develop new reading skills and become more able to effectively evaluate the reliability of web sources. This study investigates the distribution of their visual attention while reading webpages using eyetracking methodology. The aim was to examine whether information received differential attention depending on the reliability of the source and whether the individual characteristics of topic-specific prior knowledge and epistemic beliefs moderated their visual behavior during reading. Factual knowledge after reading was also examined. Forty-nine university students read four webpages providing verbal and graphical information about the universal validity of the central dogma of molecular biology, which varied for reliability. Indices of first-pass and second-pass reading or inspection were used to trace the processing of information within each page. Findings revealed that readers made an implicit source evaluation as they spent a longer time inspecting the pictures about the more and less familiar information within the most reliable source during the immediate, more automatic, processing. In addition, topic-specific epistemic beliefs moderated this processing as readers with more availing convictions about knowledge attended more the information provided in pages that required more discernment. Moreover, readers increased their factual knowledge of the topic after reading. Educational implications are outlined.

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“…Interventionsstudier har visat att när elever i 16-17 årsåldern väl tar hänsyn till källinformation under läsning så främjar det deras förståelse av multipla texter (Braasch, Bråten, Strømsø, Anmarkrud, & Ferguson, 2013;Mason, Junyent, & Tornatora, 2014). Det har också visat sig att en så pass enkel strategi som att uppmana elever att skriva ner källan till informationen har betydelse för elevers möjligheter att bättre utvärdera trovärdigheten av informationen (Kammerer, Maier, & Stahl, 2016).…”

Section: Läsning I Informationssamhälletunclassified

Undervisning i en sammansatt textvärld: En intervjustudie med svenska och norska gymnasielärare om undervisning i kritisk läsning och kritisk värdering av källinformation

Brante¹,

Lund²

2017

NJLR

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Peer-reviewed articleUndervisning i en sammansatt textvärld: En intervjustudie med svenska och norska gymnasielärare om undervisning i kritisk läsning och kritisk värdering av källinformation Eva Wennås Brante* and Elisabeth Stang Lund Department of Education, University of Oslo, Oslo, Norway AbstractVia Internet har elever möjlighet att söka information om de flesta ämnen, samtidigt har ansvaret för att bedöma tillförlitligheten av den funna informationen i större grad hamnat hos eleven. Utvärder-ing av källinformation och förståelse av innehåll i dokument är växelvis beroende av varandra och elever behöver uppmärksamma samt använda tillgänglig källinformation om dokument vid läsning och tolkning av innehåll för att konstruera en integrerad mental modell över flera dokument. I denna studie har det via intervjuer undersökts hur gymnasielärare i Norge och Sverige förhåller sig till undervisning i källhantering och kritiskt granskande av källor. Dessutom undersöktes ifall de två grupperna av lärare resonerade likartat eller ej, då de nationella styrdokumenten skiljer sig åt. Intervjuerna har analyserats tematiskt. Två huvudteman identifierades. De norska lärarna reflekterar över hur kritiskt läsande och kritisk källhantering passar eller inte passar in i norskämnet, medan de svenska lärarna talar om att uppfylla kunskapskrav från läroplanerna gällande dessa företeelser. Att medvetet använda källinformation för att predicera, granska och utvärdera innehåll vid läsning och därmed skapa en integrerad mental modell över flera dokument förekommer sparsamt. Den senare strategin bör främjas i ett informationssamhälle där motstridiga texter av skiftande kvalitet och relevans publiceras på Internet. Nyckelord: Kritiskt läsande; kritisk källhantering; källinformation; intervjuer; gymnasieskola AbstractIn a modern textual world, the internet provides student with access to a wide range of information resources. Meanwhile, it is often up to the individual student to evaluate the quality of documents found on the internet. Reading, understanding and evaluating content information is dependent on attending to and evaluating source information. Therefore, students need to use documents' source information, along with documents' content, to construct an integrated mental model based on multiple document reading. Based on this, we set out to interview Norwegian and Swedish upper secondary school teachers. The topic was how they approached teaching critical reading and sourcing *Correspondence to: Eva Wennås Brante, Department of Education, University of Oslo, P.O.Box 1092, Blindern, 0317 Oslo, Norway. E-mail: e.w.brante@iped.uio.no 2017 Eva Wennås Brante and Elisabeth Stang Lund. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the or...

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Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention

Cited by 103 publications

References 48 publications

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study

Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis

Undervisning i en sammansatt textvärld: En intervjustudie med svenska och norska gymnasielärare om undervisning i kritisk läsning och kritisk värdering av källinformation

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