Learning to Evaluate Sources of Knowledge: A Microgenetic Study

• In Event: Motivation and Cognition in Learning and Instruction

Abstract

In this study, we employed the microgenetic method to better understand the trajectories and mechanisms of the development of source evaluation competence. We engaged ninth-grade students, over a three-month period, in weekly inquiry tasks involving multiple, conflicting documents. Students were also individually interviewed every other week. Our analysis indicated that students' sourcing criteria significantly increased from pre- to post-test. Criteria of trustworthiness, expertise, and recency emerged earlier than benevolence, integrity, and validation criteria. Changes in criteria use over time were moderated by source features suggesting that growth involved greater discernment between low and high quality sources and that contrasts in source quality instigated growth. These results can inform the design of learning environments for fostering source evaluation competence.

Authors

• Sarit Barzilai, University of Haifa

• Clark A. Chinn, Rutgers University