The role of collaborative argumentation in future teachers' selection of online information

Author:

Zimmermann Maria1ORCID,Mayweg-Paus Elisabeth1

Affiliation:

1. Humboldt-Universität zu Berlin, Germany

Abstract

Abstract. (Future) teachers should acquire skills in sourcing science-related information online, so they can use evidence appropriately in their pedagogical practice. To successfully use such evidence, it is vital that teachers critically question their selection of online information. Based on findings from collaborative learning, we hypothesized that collaboration promotes teachers' critical elaboration of their selection of online educational information. Additionally, collaboration allows for social comparison and may thus impact teachers' self-efficacy in seeking information. In a 2 × 2 mixed-design study with the between-participants factor reasoning (individual vs. collaborative) and the within-participants factor self-reported information seeking self-efficacy (pre vs. post the reasoning task), each of N = 83 future teachers individually sought online information regarding the educational use of mobile phones in classrooms. This constituted a realistic search on the Internet, in a natural setting. Based on each participant's particular search, s/he was asked to select the online sources that s/he perceived relevant for reasoning whether mobile phones should be used in class. To foster reflection on how they selected information, participants were asked either to reason individually (individual group, n = 33) or to chat collaboratively (collaboration group, n = 50 in 25 dyads) about their selections. Participants in both groups reported higher information seeking self-efficacy after the reasoning task. Yet participants who collaboratively reflected on their selections more frequently showed elaborated reasoning behavior, than did participants in the individual group. Nonetheless, participants in both groups referred to certain criteria that guided their selection (i.e., criteria related to the information, the provider of information, or media) with the same frequency. Considering the potential benefits and challenges of collaboration, we discuss the findings in terms of how to promote future teachers' ability to critically reflect on their selection of online educational information.

Publisher

Hogrefe Publishing Group

Subject

Developmental and Educational Psychology

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3