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https://repository.isls.org//handle/1/10673
Title: | The Role of Instruction in Shaping Reasoning about Bodies of Evidence: An Experimental Comparison |
Authors: | Oura, Hiroki Mochizuki, Toshio Chinn, Clark A. Yamaguchi, Etsuji Lin, Qiuyu |
Keywords: | Learning Sciences |
Issue Date: | 2024 |
Publisher: | International Society of the Learning Sciences |
Citation: | Oura, H., Mochizuki, T., Chinn, C. A., Yamaguchi, E., & Lin, Q. (2024). The Role of Instruction in Shaping Reasoning about Bodies of Evidence: An Experimental Comparison. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 1263-1266). International Society of the Learning Sciences. |
Abstract: | The public often falls prey to skewed narratives on social media, such as when these narratives are built on cherry-picked evidence, overlooking larger bodies of evidence. We compared three instructional conditions (control with complementary information only, invention task and cued questions, and invention task and text-based instruction in evidence evaluation) to develop Japanese undergraduate students’ epistemic reasoning to discern and lean towards claims backed by a larger body of research as well as detailed descriptions of its evidence sources. Results showed that students with an invention task and text-based instruction more critically evaluated the strength of evidence and trustworthiness who presented cherry-picked evidence than those in the other conditions, which indicates the effect of instruction. |
Description: | Short Paper |
URI: | https://doi.org/10.22318/icls2024.370353 https://repository.isls.org//handle/1/10673 |
Appears in Collections: | ISLS Annual Meeting 2024 |
Files in This Item:
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ICLS2024_1263-1266.pdf | 326.88 kB | Adobe PDF | View/Open |
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