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dc.contributor.authorKiili, Carita
dc.contributor.authorBråten, Ivar
dc.contributor.authorKullberg, Nina
dc.contributor.authorLeppänen, Paavo H.T.
dc.date.accessioned2019-12-27T12:34:34Z
dc.date.available2019-12-27T12:34:34Z
dc.date.issued2020
dc.identifier.citationKiili, C., Bråten, I., Kullberg, N., & Leppänen, P. H. (2020). Investigating elementary school students’ text-based argumentation with multiple online information resources. <i>Computers and Education</i>, <i>147</i>, Article 103785. <a href="https://doi.org/10.1016/j.compedu.2019.103785" target="_blank">https://doi.org/10.1016/j.compedu.2019.103785</a>
dc.identifier.otherCONVID_33856090
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67016
dc.description.abstractIn 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier Ltd
dc.relation.ispartofseriesComputers and Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.othermultiple information resources
dc.subject.othertask-based argumentation
dc.subject.othernew literacies
dc.subject.otherelementary school students
dc.titleInvestigating elementary school students’ text-based argumentation with multiple online information resources
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201912275490
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0360-1315
dc.relation.volume147
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber274022
dc.subject.ysomonilukutaito
dc.subject.ysoverkkoaineisto
dc.subject.ysoalakoululaiset
dc.subject.ysotiedonlähteet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p28850
jyx.subject.urihttp://www.yso.fi/onto/yso/p24267
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p9006
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.compedu.2019.103785
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiaohjelma, SAfi
jyx.fundingprogramAcademy Programme, AoFen
jyx.fundinginformationThis 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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