Thinking Deeply, Thinking Emotionally: How High School Students Make Sense of Evidence

Autor/inn/en	Jacobsen, Rebecca; Halvorsen, Anne-Lise; Frasier, Amanda Slaten; Schmitt, Adam; Crocco, Margaret; Segall, Avner
Titel	Thinking Deeply, Thinking Emotionally: How High School Students Make Sense of Evidence
Quelle	In: Theory and Research in Social Education, 46 (2018) 2, S.232-276 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2018.1425170
Schlagwörter	High School Students; Thinking Skills; Comprehension; Evidence; Credibility; Information Sources; Abstract Reasoning; Emotional Response; Bias; Persuasive Discourse; Social Studies; Citizenship Education; Elementary Secondary Education; Mixed Methods Research; Data Analysis; Interviews; Task Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Verstehen; Verständnis; Evidenz; Glaubwürdigkeit; Information source; Informationsquelle; Abstraktes Denken; Denken; Emotionales Verhalten; Persuasion; Persuasive Kommunikation; Gemeinschaftskunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Auswertung; Interviewing; Interviewtechnik; Aufgabenanalyse
Abstract	This mixed-methods study analyzed adolescents' evaluation of the trustworthiness of different kinds of evidence and their reasons for why they trusted (or did not trust) them. Specifically, we analyzed adolescents' rankings of seven kinds of evidence in the abstract and in the context of a settled historical event (school desegregation) and whether differences existed between their rankings. We explored the reasons adolescents provided for trusting or not trusting sources and whether differences existed between these reasons in the abstract and in context. We also explored whether rankings differed across sociocultural identities. We found that, on average, adolescents' rankings, as well as their reasoning, differed when the evidence was presented in the abstract versus in the context of school desegregation. We also found that emotion and personal relationship with the topic are compelling factors in determining students' trust in sources--a finding that has previously been overlooked in the scholarship. This study provides implications for K-12 social studies education, teacher education, and civic identity and citizenship studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01