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Constructing Arguments From Multiple Sources: Tasks That Promote Understanding and Not Just Memory for Text
Ist Teil von
Journal of educational psychology, 1999-06, Vol.91 (2), p.301-311
Ort / Verlag
Washington, etc: American Psychological Association
Erscheinungsjahr
1999
Link zum Volltext
Quelle
APA PsycARTICLES
Beschreibungen/Notizen
In 2 experiments, understanding of historical subject
matter was enhanced when students acted as historians and
constructed their own models of an historical event. Providing
students with information in a web site with multiple sources
instead of a textbook chapter, and instructing them to write
arguments instead of narratives, summaries, or explanations,
produced the most integrated and causal essays with the most
transformation from the original sources. Better performance on
inference and analogy tasks provided converging evidence that
students who wrote arguments from the web sources gained a better
understanding than other students. A second experiment replicated
the advantage of argument writing even when information was
presented as an argument.