Investigating Criteria That Seventh Graders Use to Evaluate the Quality of Online Information
Investigating Criteria That Seventh Graders Use to Evaluate the Quality of Online Information
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DOI：
10.1002/jaal.448
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发表时间：
2015-11-01
影响因子：
0.9
通讯作者：
Forzani, Elena
中科院分区：
文献类型：
--
作者：
Coiro, Julie;Coscarelli, Carla;Forzani, Elena
本文介绍了一项研究的定性结果，该研究探讨了中学生用于评估基于Web的研究任务的在线信息和资源质量的标准类型。来自四个关键评估项目的开放式结构回答来自具有代表性的两个州分层随机样本（n= 773）中的不同七年级学生。内容分析显示，许多学生使用了一系列不可接受的或肤浅的标准来确定网站的作者以及作者是否是专家，陈述作者的观点，并提供关于网站整体可靠性的合理证据。标准和证据模式，学生用于每一个关键的评估任务是共享的，以及对教学的影响。
This article presents qualitative findings from a study that examined the types of criteria that middle school students use to evaluate the quality of online information and sources for a Web‐based research assignment. Open‐constructed responses from four critical evaluation items were compiled from diverse seventh graders in a representative, two‐state, stratified random sample (n= 773). Content analysis revealed that many students used a range of unacceptable or superficial criteria to determine the author of a website and whether that author is an expert, to state the author's point of view, and to provide reasoned evidence about the overall reliability of a website. Criteria and evidence patterns that students used for each of the critical evaluation tasks are shared, as well as implications for instruction.