Establishing Trustworthiness When Students Read Multiple Documents Containing Conflicting Scientific Evidence

Autor/inn/en	Bråten, Ivar; Braasch, Jason L. G.; Strømsø, Helge I.; Ferguson, Leila E.
Titel	Establishing Trustworthiness When Students Read Multiple Documents Containing Conflicting Scientific Evidence
Quelle	In: Reading Psychology, 36 (2015) 4, S.315-349 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2013.864362
Schlagwörter	Credibility; Evidence; Conflict; Undergraduate Students; Information Sources; Reading; Essays; Citations (References); Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Glaubwürdigkeit; Evidenz; Konflikt; Information source; Informationsquelle; Leseprozess; Lesen; Essay; Aufsatzunterricht; Citations; Zitat; Ausland; Norwegen
Abstract	Students read six documents that varied in terms of their perspectives on a scientific issue and the trustworthiness of the source features. After reading, students wrote essays, rank-ordered the documents according to perceived trustworthiness, and provided reasons for their rank-order decisions. Students put the most trust in a textbook and a public information text, primarily giving content reasons for their trustworthiness judgments. The kind of source characteristics that students drew upon when deciding what to trust and what not to trust varied across documents. Finally, their source evaluation was related to the source citations included in their essays. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01