Supporting reflective web searching in elementary schools

Vries, Bregje de; Meij, Hans van der; Lazonder, Adrianus W.

doi:10.1016/j.chb.2007.01.021

Cited by 49 publications

(41 citation statements)

References 22 publications

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“…Qualitative analysis of worksheet contents and other qualitative observations indicated that the method was actually helpful. De Vries et al (2008) noted, however, that the reflective use of the Web to evaluate and select information remained a challenge for many students.…”

Section: Aim E Hypothesesmentioning

confidence: 96%

The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus

Rouet¹,

Ros²,

Goumi

et al. 2011

Learning and Instruction

102

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Section: Aim E Hypothesesmentioning

confidence: 96%

The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus

Rouet¹,

Ros²,

Goumi

et al. 2011

Learning and Instruction

102

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“…Performance in this condition was also compared to that in the other two conditions to explore whether it makes a difference if children investigate a pre-defined or a self-generated question (cf. De Vries, Van der Meij, & Lazonder, 2008). Hypothesis 2 predicted that a segmented inquiry task invokes more systematic experimentation than a whole inquiry task.…”

Section: Research Design and Hypothesesmentioning

confidence: 98%

Bit by bit or all at once? Splitting up the inquiry task to promote children's scientific reasoning

Lazonder

Kamp

2012

Learning and Instruction

Self Cite

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“…As far as we have seen, most studies conducted to enhance students' IPS ability have focused on tools and methods to structure information (De Vries, van der Meij, & Lazonder, ), to draw attention to metacognition (Stadtler & Bromme, ) and to make students aware of what is critical in IPS (Kuiper, Volman, & Terwel, ). In our review of the literature, we have not found documentation of other studies that analyse the relationships between the use of IPS skills and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Information problem‐solving skills in small virtual groups and learning outcomes

García

Badia

2017

Computer Assisted Learning

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This study investigated the frequency of use of information problem‐solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4‐week online training course. The status of IPS skills was collected through self‐reports handed in over the course of the 4 weeks. Learning was evaluated by means of open‐ended questionnaires before and after the group task. Three types of knowledge learning were evaluated: declarative, procedural and situational. Teachers exhibited a recurrent use of all skills during the whole collaborative task, although periodic use differed from week to week. Results showed a relationship between some IPS skills and declarative and procedural knowledge. The skills that were statistically significant were share information, read peer's information and analyse information. Implications for learning support and instruction are discussed.

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Supporting reflective web searching in elementary schools

Cited by 49 publications

References 22 publications

The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus

The influence of surface and deep cues on primary and secondary school students' assessment of relevance in Web menus

Bit by bit or all at once? Splitting up the inquiry task to promote children's scientific reasoning

Information problem‐solving skills in small virtual groups and learning outcomes

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