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Learning From Others: Advancing Theory and Research on Learning From Sources
Sat, April 14, 12:25 to 1:55pm, Sheraton Wall Centre, Floor: Grand Ballroom Level, North Grand Ballroom ASession Submission Type: Symposium
Abstract
The central goal of this symposium is to develop, collaboratively, a richer theory of learning from testimonial sources in particular, and from all kinds of sources in general. The specific goals are: (1) To compare and contrast learning from different sources under various conditions (including a wide variety of testimonial sources as well as other sources such as experience, experiments). (2) To develop, collectively, a set of empirically grounded theoretical claims about the conditions under which students do and do not productively learn from these various sources. The five papers will each address how people learn from sources, and then the presenters will engage in discussion with the audience about how to advance theory in this area.
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Chair
Papers
The Epistemic Cognition of Evaluating Sources - Clark A. Chinn, Rutgers University; Luke Andrew Buckland, Rutgers University
Learning to Navigate the Science Information Landscape: Students Using Sources in Science Journalism - Alan Newman, University of Missouri - St. Louis; Joseph L. Polman, University of Colorado - Boulder; Angela Kohnen, University of Missouri; Cathy Farrar, University of Missouri; Cindy Graville, University of Missouri
Effects of the Text Feature “Scientificness” on Laypeople’s Evaluation and Resolution of Intertextual Conflicts - Rainer F. Bromme, University of Münster; Lisa Scharrer, University of Münster; Marc Stadtler, University of Münster
Using Media Production as a Lever for Critical Source Evaluation - Jarod N. Kawasaki, University of California - Los Angeles; David DeLiema, University of California - Los Angeles; William A. Sandoval, University of California - Los Angeles
Elementary Students’ Use of Sources of Evidence to Build Arguments in Science and History - Leslie R. Herrenkohl, University of Washington; Lindsay L. Cornelius, University of Southern California