Does the Ability to Identify and Explain Better and Poorer Strategies in a Contrasting Case Intervention Predict Students’ Source Evaluation Skills?

• In Event: Poster Session 2
  In Poster Session: Using, Integrating, and Evaluating Information

Abstract

This study investigated how students processed materials designed to promote sourcing skills. A previous intervention study found that treatment students who used contrasting cases included more scientific concepts in their essays, displayed better ranking discrimination and evaluated source-based trustworthiness better than control students. We found students’ abilities to explain better sourcing strategies predicted these outcomes compared to their abilities to explain poorer strategies when working with contrasting cases. These data demonstrate the affordances of providing better strategies in a contrasting case approach, and expand on the effort to make a contrasting case approach an efficient way of enhancing students’ source evaluation skills in the classroom.

Authors

• Åste Hagen, University of Oslo

• Jason Lawrence Braasch, The University of Memphis

• Oistein Anmarkrud, University of Oslo

• Ivar Braten, University of Oslo

• Helge I. Stromso, University of Oslo