The role of epistemic perspectives in comprehension of multiple author viewpoints
The role of epistemic perspectives in comprehension of multiple author viewpoints
复制标题
DOI：
10.1016/j.learninstruc.2014.12.003
复制
发表时间：
2015-04-01
影响因子：
6.2
通讯作者：
Eshet-Alkalai, Yoram
中科院分区：
文献类型：
--
作者：
Barzilai, Sarit;Eshet-Alkalai, Yoram
培养数字素养的一个关键挑战是培养学习者从呈现不同观点的信息源构建知识的能力。本研究旨在探讨学习者的认知观点与其对作者观点的理解之间的关系。此外，本研究还考察了认知视角和观点理解是否能预测信息源整合，并探讨了认知视角如何调节冲突对观点理解的影响。170名参与者回答了认知思维评估，阅读了关于社会科学争议的冲突或趋同的博客帖子，撰写了论点，并完成了评估观点理解的任务。绝对主义和多元主义是观点理解的负向预测因子，评价主义是观点理解的正向预测因子。观点理解在认知视角与书面论证信息源整合之间起中介作用。只有在多元主义和评价主义的高水平上，来源之间的冲突才能提高观点理解。研究结果进一步加深了对学习者认知思维与多文档理解之间关系的理解。(C)2014爱思唯尔有限公司版权所有。
A key challenge of fostering digital literacy is developing learners' ability to construct knowledge from information sources that present diverse viewpoints. This study investigated the relation between learners' epistemic perspectives and their comprehension of authors' viewpoints. Additionally, the study examined if epistemic perspectives and viewpoint comprehension predict information source integration and explored how epistemic perspectives moderate the impact of conflicts on viewpoint comprehension. 170 participants responded to an epistemic thinking assessment read conflicting or converging blog-posts regarding a socio-scientific controversy, wrote arguments, and completed tasks assessing viewpoint comprehension. Absolutism and multiplism were found to be negative predictors and evalnativism a positive predictor of viewpoint comprehension. Viewpoint comprehension mediated the relation between epistemic perspectives and information source integration in written arguments. Conflicts between sources improved viewpoint comprehension only in high levels of multiplism and evaluativism. The findings advance the understanding of the relation between learners' epistemic thinking and multiple document comprehension. (C) 2014 Elsevier Ltd. All rights reserved.