| 1. |
- Bråten, Ivar, et al.
(författare)
-
Teaching Sourcing in Upper-Secondary School : A Comprehensive Sourcing Intervention with Follow-Up Data
- 2019
-
Ingår i: Reading Research Quarterly. - : John Wiley & Sons. - 0034-0553 .- 1936-2722. ; 54:4, s. 481-505
-
Tidskriftsartikel (refereegranskat)abstract
- In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area.
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
- Lindfors, Maria, 1981-
(författare)
-
"Kunskap är vad du vet, och vet du inte kan du alltid googla!" : elevers epistemic beliefs i naturvetenskaplig undervisningskontext
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- One important goal of science education is to help students develop an adequate understanding of what science is and how it is done. An understanding of science includes epistemic beliefs, that is, individuals’ beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. The epistemic beliefs are hypothesized to exist on a continuum ranging from naïve to sophisticated. Students’ epistemic beliefs and their epistemic cognition have been shown to influence various facets of learning. The overarching purpose of this thesis is to contribute to our knowledge and understanding of the role played by epistemic beliefs within the context of science education. The thesis intended to answer the following three general questions within a scientific context: 1) What prerequisites for drawing conclusions about epistemic beliefs are given based on the choice of questionnaire as a measurement method, including its design and content? 2) What is the relation between students’ epistemic beliefs and other phenomena that are important in learning situations? 3) What is the relation between students’ epistemic beliefs and their epistemic practices?The studies used both quantitative and qualitative methods to examine students’ epistemic beliefs and epistemic practices. Data sources included questionnaires, video and screen observations, and semi-structured interviews. Participants in the studies were students in Grade 5-11 in Sweden and Germany. A series of four papers address the purpose of the thesis and respond to the three general questions. The first paper investigate relations between students’ epistemic beliefs and perceived classroom characteristics and whether differences could be found between the two countries. The second paper investigate the relative importance of epistemic beliefs dimensions for predicting achievement goals in Grade 5 through 11, in both a cross-sectional and a longitudinal study. The third paper explore the relationships between students’ scientific epistemic beliefs, their problemsolving process, and the quality of solutions produced by students. Finally, the fourth paper describe students’ epistemic practices of problem solving in science and their sense making in the moment, to deepen the understanding of the process of the students’ epistemic cognition. In relation to the first question, results indicate that the chosen measurement method for epistemic beliefs generates certain prerequisites for how epistemic beliefs can be understood and characterized. This in turn may have consequences when epistemic beliefs are studied in relation to, for example, other phenomena and epistemic practices. With regard to the second question, findings show that there are many relationships between epistemic beliefs and other phenomena, but also that they are in many cases context and/or situation dependent. Regarding the third question, the results point out that the relationship between students’ epistemic beliefs and their epistemic practices should be understood by how the students show, through words and actions, that they understand what the situation requires. Thus, there is no universal relationship between sophisticated epistemic beliefs and successful epistemic practices. It can be concluded that students’ epistemic beliefs do not exist in a vacuum without interacting with other phenomena, but that they depend on the surrounding context or situation in different ways. More studies that take into account different types of situations are required. This would in turn most likely also contribute to a better understanding of how students’ epistemic beliefs, epistemic cognition, and epistemic practices develop in relation to the surrounding teaching context.
|
|
| 5. |
- Stang Lund, Elisabeth, et al.
(författare)
-
Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue
- 2018
-
Ingår i: Reading and writing. - : Springer Nature. - 0922-4777 .- 1573-0905. ; 32:2, s. 335-356
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140 Norwegian upper secondary school students, it was found that the textual factor of presentation format, specifically whether they read about the conflicting issue in multiple texts or in a single text, affected source-content integration directly as well as indirectly through memory for textual conflicts. Thus, compared to interacting with a single text, interacting with multiple texts improved students’ sourcing performance directly as well as indirectly. Further, the individual factors of prior knowledge and gender affected source-content integration directly, with prior knowledge also having an indirect effect that was mediated by memory for textual conflicts. Specifically, students with higher prior knowledge and girls were likely to display better sourcing performance than were students with lower prior knowledge and boys, and prior knowledge also had an indirect positive effect on sourcing via memory for textual conflicts. Theoretical as well as educational implications of the findings are discussed.
|
|
| 6. |
- Strømsø, Helge, et al.
(författare)
-
Profles of warm engagement and cold evaluation in multiple‑document comprehension
- 2020
-
Ingår i: Reading and writing. - : Springer. - 0922-4777 .- 1573-0905. ; 33, s. 2337-2359
-
Tidskriftsartikel (refereegranskat)abstract
- We explored potential profiles of interest, attitudes, and source evaluation by performing cluster analysis in a sample of Norwegian upper-secondary students. Differences among the profile groups with regard to multiple-document use were examined. The profile groups were partly consistent with the default stances described by the cognitive-affective engagement model of multiple-source use (List & Alexander, 2017), resulting in critical analytic, evaluative, and disengaged profiles. However, the model’s assumption that interest and attitude constitute one affective engagement dimension was not confirmed. There were no statistically significant differences between the profile groups in the processing of a set of multiple documents; yet there was a tendency for students who adopted a critical analytic stance to engage in a more thorough text selection process. Those students also included more information units from the selected texts in their written products and integrated information units across the texts more frequently compared to the other profile groups.
|
|
