Learning About Evidence Types: An Intervention in Evidence-Based Reasoning (Poster 43)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Cognitive and Motivational Processes: Poster Session Five

Abstract

We examine the effectiveness of an Evidence-Based Reasoning (EBR) intervention, an essential academic competency. This intervention includes five modules tapping students’ evidence identification, interpretation, and evaluation. This intervention was compared to an enhanced textbook condition wherein a research methods chapter from a textbook was made more engaging, with review questions and graphic organizers. We found that the EBR intervention was more effective in improving students’ performance on an objective evidence-based reasoning task, asking students to identify evidence types and select appropriate conclusions, and on an authentic-constructed evidence evaluation task, asking students to evaluate evidence-based conclusions in real newspaper articles, than the enhanced textbook chapter condition.

Authors

• Hongcui Du, Florida State University
  Presenting Author

• Alexandra List, Pennsylvania State University
  Non-Presenting Author