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(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
In this research, we investigated relationships between undergraduate students’ prior topic beliefs and their recall of the main conclusions from texts on controversial socio-scientific issues, to what extent students ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
This study investigated whether memory for conflicting information predicted mental representation of source-content links (i.e., who said what) in a sample of 86 Norwegian adolescent readers. Participants read four texts ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
Refutation texts have been previously shown to be effective at promoting knowledge revision. The current study builds on recent trends to gain deeper insights into how this learning advantage can be enhanced and extended ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
In this article, we argue that teachers' epistemic cognition, in particular their thinking about epistemic aims and reliable processes for achieving those aims, may impact students' understanding of complex, controversial ...
(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2017)
Socioscientific issues receive considerable public attention and there are concerns that people in general are not able or willing to deal with information at odds with what they believe to be true. In this study, we focused ...