Studying and Using Multiple Documents in History: Effects of Discipline Expertise

Sourcing in the reading process: introduction to the special issue

“…After reading, the students were more inclined to express agreement with the credible source and disagreement with the less credible source in a written communication task. However, it should be noted that readers' engagement in sourcing for the purpose of evaluation appears to depend on a variety of conductive conditions, such as receiving explicit instruction or prompts (Gerjets, Kammerer, & Werner, 2011;Stadtler & Bromme, 2007;Stadtler, Paul, Globoschütz, & Bromme, 2015), subscribing to the belief that knowledge should be evaluated through logic and rules (Strømsø, Bråten, & Britt, 2011), or possessing disciplinary expertise (Rouet, Favart, Britt, & Perfetti, 1997;Wineburg, 1991) or relevant prior knowledge (Bråten et al, 2011b).…”

“…Scientists are also better at identifying the genre of documents typical in an undergraduate educational setting. Performances on the three types of tasks are correlated, which suggests that knowledge of genres and use of sourcing strategies develops hand in hand as part of the discipline expertise (Rouet et al, 1997). In addition, von der Mühlen et al (2016) use think-aloud protocols to understand the processing differences between scientists and students.…”

Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models

“…What leads them to integrate information and tag contents for their sources when dealing with multiple documents? Up to now, empirical studies addressing these questions have focused on the role of task characteristics (Britt & Aglinskas, 2002;Britt et al, 1999), features of the documents themselves , and the role of reader expertise (Rouet, Favart, Britt & Perfetti, 1997;Wineburg 1991). One of the main results supported by studies focusing on the role of task characteristics is that simple instructions to attend to source information are not sufficient to make readers deal with sources efficiently.…”

Interdisciplinary Research in History Education

“…Großbritannien: In Großbritannien wird seit den 1980er-Jahren über "the key notion of evidence for or against a belief " (Rogers, 1980, S. 6) diskutiert. In Abgrenzung zum faktenorientierten Geschichtsunterricht ist "Th e New History" auf die second order concepts fokussiert, welche als "evidence skills" (Lee, 2014, S. 173) (Rouet, Britt, Mason & Perfetti, 1996;Rouet, Favart, Britt & Perfetti, 1997;Wineburg, 1991 (Wineburg, 1991).…”

“…Für die Deutschnote ergaben sich lediglich für die Gesamtschule sowie für das Gymnasium statistisch signifi kante Zusammenhänge mit der Testleistung p = .833;Gesamtschule: b = 0.14,p < .001;Gymnasium: b = 0.19,p < .001 (Aufgaben 11,16,17,18,19; insgesamt 27 Items). (Rouet et al, 1996;Rouet et al, 1997;Wineburg, 1991Wineburg, , 2001. Hierbei sind die in Kapitel 2.5.3 bereits beschriebenen methodischen Kompetenzen corroboration, sourcing und contextualization im Umgang mit verschiedenen Informationen zentral (Wineburg, 1991 Die Items aller Kompetenzbereiche haben sich schließlich als psychometrisch akzeptabel und mit einem Globalfaktor verträglich erwiesen.…”