Investigating elementary school students’ text-based argumentation with multiple online information resources
Kiili, C., Bråten, I., Kullberg, N., & Leppänen, P. H. (2020). Investigating elementary school students’ text-based argumentation with multiple online information resources. Computers and Education, 147, Article 103785. https://doi.org/10.1016/j.compedu.2019.103785
Published inComputers and Education
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© 2019 Elsevier Ltd.
In this study, we explored how elementary school students used multiple information resources in responding to a text-based argumentation task asking them to research a set of online texts in order to state and justify their stance on a controversial health-related issue. Results showed that most students took a stance that was consistent with the majority of the information resources that they read, that they mainly drew on more reliable resources in their written task products, and that they justified their stance by providing one or more supporting reasons. Students relied much more on copying and paraphrasing content from the online resources than on integrating information within and across the resources, however, and they very rarely referred to the sources in their written products. In general, girls were found to outperform boys on measures of content, argumentation, and integration in the written task products, and these aspects of the written products were also positively related to students’ basic reading and reasoning skills. The discussion highlights the challenges many elementary school students experience in this complex literacy task context, suggests some avenues for future research, and discusses instructional implications of the study. ...
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Related funder(s)Academy of Finland
Funding program(s)Academy Programme, AoF
Additional information about fundingThis research was part of the project (No. 274022), Internet and learning difficulties: Multidis-ciplinary approach for understanding information seeking in new media (eSeek), funded by the Academy of Finland. We want to thank the developers of Web-based assessment used in this study (Leu, Kulikowich, Sedransk, & Coiro, 2009–2014 funded by the Institute for Education Sciences, U. S. Department of Education Award ##R305A090608). ...
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