Reasoning beyond history: examining students’ strategy use when completing a multiple text task addressing a controversial topic in education
Author:
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology
Link
http://link.springer.com/content/pdf/10.1007/s11145-020-10095-5.pdf
Reference82 articles.
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2. Anmarkrud, Ø., McCrudden, M. T., Bråten, I., & Strømsø, H. I. (2013). Task-oriented reading of multiple documents: Online comprehension processes and offline products. Instructional Science: An International Journal of the Learning Sciences, 41, 873–894. https://doi.org/10.1007/s11251-013-9263-8.
3. Barzilai, S., & Strømsø, H. I. (2018). Individual differences in multiple document comprehension. In J. L. G. Braasach, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 99–116). New York: Routledge.
4. Barzilai, S., Thomm, E., & Shlomi-Elooz, T. (2020). Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources. Learning and Instruction, 69, Advanced online publication. https://doi.org/10.1016/j.learninstruc.2020.101367
5. Barzilai, S., Zohar, A. R., & Mor-Hagani, S. (2018). Promoting integration of multiple texts: a review of instructional approaches and practices. Educational Psychology Review, 30, 973–999. https://doi.org/10.1007/s10648-018-9436-8.
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