B06: The Role of the Narrative Framing and Latent Meaning Structures of Online Information Used by Medical and Economics Students in Their Generic and Domain-Specific Critical Online Reasoning

在信息时代，学生越来越多地通过在线资源学习。在这些来源中，内容通过叙事手段（例如隐喻）和潜在意义结构以特定的方式“框架”。这种框架可以影响搜索在线信息，以及其关键处理，在以前的研究中变得明显有关解决通用（GEN）和特定领域（DOM）的任务，以衡量关键的在线推理（COR）。因此，学生需要特定的技能来识别这种潜在的框架。在初步研究的基础上，B 06的目的是（1）分析学生（在解决COR任务时）使用的在线信息的叙事和潜在意义结构;（2）研究学生是否认识到这些潜在结构，即，意识到叙事和意义结构。通过这种方式，B 06调查了学生通过互联网学习中所谓的“叙事技巧”;（3）检查叙事和意义结构是否影响COR过程（例如，（4）纵向考察学生的叙述技能在解决医学和经济学中的GEN-和DOM-COR-任务中的作用。(5)基于这些发现，B 06进一步旨在制定一个干预框架，旨在通过考虑学生的叙事技能来提高他们的COR。B 06将叙事学的定性方法与重构解释学相结合，借鉴了叙事医学和叙事经济学的研究方法。基于C 07的纵向子数据集，B 06分析了学生用于解决COR任务的在线资源和内容。学生的任务解决过程是逐步重建，以确定学生是否认识到框架中存在的来源。学生的反应过程的分析是通过眼动跟踪数据和有声思维协议（连同C 07）的分析支持。B 06回顾了学生的COR任务解决过程，并描述了叙事技能在这个过程中可能发挥的作用。因此，B 06首先确定叙述和意义结构，这可能会阻碍或刺激学生的COR过程和表现。这些分析和研究结果为干预措施的概念发展提供了坚实的基础，以培养学生的COR技能（在第二研究阶段）。B 06与B 04和B 05合作分析信息景观，并确定在线资源中的重要影响，这对学生来说可能特别具有挑战性。通过对学生反应和任务解决过程的详细分析，B 06提出了重新调整A项目的COR任务的假设。

In the Information Age, students increasingly learn with online sources. In these sources, content is “framed” in a particular way through narrative devices (e.g. metaphors) and latent meaning structures. Such framing can influence the search for online information as well as its critical processing, as became evident in previous studies concerning the solving of generic (GEN) and domain-specific (DOM) tasks to measure critical online reasoning (COR). Hence, students need specific skills to recognize such latent frames. Based on preliminary research, B06 aims to (1) analyze the narrative and latent meaning structures of the online information used by students (when solving the COR tasks); and (2) study whether students recognize these latent structures, i.e., are aware of narrative and meaning structures. In this way, B06 investigates so-called ‘narrative skills’ in students’ learning through the Internet; (3) examine whether narratives and meaning structures influence the COR process (e.g., the selection of information), and (4) longitudinally investigate the role of students’ narrative skills for their solving of GEN- and DOM-COR-tasks in medicine and economics. (5) Based on these findings, B06 further aims to develop a framework for interventions designed to enhance students’ COR by considering their narrative skills. B06 combines the qualitative method of narratology with reconstructive hermeneutics and draws on the approaches of narrative medicine and narrative economics. Based on the longitudinal subdata set from C07, B06 analyzes the online sources and content used by students to solve COR tasks. The process of students’ task-solving is reconstructed step-by-step, to identify whether students recognized the framings present in the sources. The analysis of students’ response processes is supported through the analysis of eye-tracking data and think-aloud protocols (together with C07). B06 retraces students’ COR task-solving process and describes the role that narrative skills may potentially have in this process. Therefore, B06 first identifies narratives and meaning structures, which can hamper or stimulate students’ COR processes and performance. These analyses and findings provide a solid basis for the conceptual development of interventions to foster students’ COR skills (in the 2nd research phase). B06 cooperates with B04 and B05 in the analysis of the information landscape and in identifying important influences in online sources, which may be especially challenging for students. With the help of a detailed analysis of student responses and task-solving processes, B06 generates hypotheses for recalibrating the COR-tasks of the A-projects.