Literaturnachweis - Detailanzeige
| Autor/in | Brante, Eva Wennås |
|---|---|
| Titel | A Multiple-Case Study on Students' Sourcing Activities in a Group Task |
| Quelle | In: Cogent Education, 6 (2019) 1, Artikel 1651441 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Brante, Eva Wennås) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2331-186X |
| DOI | 10.1080/2331186X.2019.1651441 |
| Schlagwörter | Information Sources; Group Activities; Secondary School Students; Information Literacy; Credibility; Internet; Foreign Countries; Online Searching; Adolescents; Active Learning; Inquiry; Student Motivation; Evaluative Thinking; Norway |
| Abstract | Students need to apply evaluation strategies to find relevant and trustworthy information when completing open-inquiry tasks on the Internet. One such strategy, sourcing, implies attention to information about the sources of documents. This multiple-case study investigates how three small groups of secondary school students solved an open-inquiry task. The task took place after extensive instruction on how to benefit from the use of source information when selecting, reading, and integrating information. The multiple-case study aimed to ascertain how the taught sourcing skills were reflected in the different groups' sourcing activities. Data consisted of observations, interviews, and documents. Results show that groups performed more sourcing activities than they displayed in their oral presentation. Though the integration of information from multiple documents was less prominent, teachers valued it highly. The findings suggest that instructions in school should not focus on the performance of sourcing activities but on discussions where students compare their selections and integration of information. (As Provided). |
| Anmerkungen | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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