Promoting sixth graders’ credibility evaluation of Web pages: An intervention study
| Autor: | Elina Hämäläinen, Miika Marttunen, Eija Räikkönen, Paavo H.T. Leppänen, Carita Kiili, Roberto González-Ibáñez |
|---|---|
| Přispěvatelé: | Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture, Tampere University |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
media_common.quotation_subject
Control (management) 050801 communication & media studies Argumentation theory Task (project management) Fluency 0508 media and communications nuoret Arts and Humanities (miscellaneous) informaatiolukutaito Reading (process) Credibility Web page ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education adolescents Tietojenkäsittely ja informaatiotieteet - Computer and information sciences medialukutaito verkkoaineisto tiedonhaku intervention General Psychology media_common Internet evaluation 4. Education 05 social sciences 050301 education online reading interventiotutkimus Human-Computer Interaction Reading comprehension Psychology arviointi 0503 education Kasvatustieteet - Educational sciences luotettavuus |
| ISSN: | 0747-5632 |
| Popis: | This study investigated whether a teacher-led intervention program on online inquiry improved sixth graders' performance in a credibility evaluation task. Students (N = 342) were divided into two conditions, an intervention group (190 students) and a control group (152 students). The intervention program (21 × 45 min lessons) was implemented during a six-week course as a part of normal schoolwork. The program included explicit teaching of online inquiry skills: searching for information (3 lessons), evaluating credibility of information (3 lessons), and synthesizing information (3 lessons). In addition, the skills taught were applied in two online inquiry projects comprising 12 lessons in total. The control group received business-as-usual teaching. Students’ performance in the credibility evaluation task was measured before and after the program by pre- and post-tests. In these tests, students evaluated three Web pages dealing with two topics (Computer Gaming or Reading on Screen) varying in their perspectives and argumentation. Students rated the credibility of each Web page and justified their ratings. Topic order was counterbalanced in both conditions. The background variables (Pre-test scores, Reading comprehension, Reading fluency, Gender, Topic order, and Test order in the pre-test) were controlled for in the multilevel negative binomial regression analysis. The results showed that the intervention program helped students better justify their credibility ratings by reference to source features but not to the argumentation or other aspects of the content compared to controls. Instructional implications of the findings are discussed. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect