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|Title:||Effects of Document Generation and Source Presentation on Historical Understanding and Thinking|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Robinson, C. & Raineri, G. (2006). Effects of Document Generation and Source Presentation on Historical Understanding and Thinking. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 585-591). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Students in an Introduction to Lifespan Development course (N = 108) participated in an experiment with a 2x2 randomized factorial design that explored the effects of document generation (control, document generation; DGT) and presentation format (single text, multiple documents) on historical understanding and thinking. As predicted, there were no improvements in students' historical understanding in the DGT or presentation format conditions. However, there were main effects for DGT and presentation format on students' depth of processing as measured by the number of added, borrowed and transformed sentences in an argument writing task. There was also a main effect for DGT on students' recall of document source information, an indication of the use of a sourcing heuristic and component of expert historical thinking. Results provide cautionary evidence for educational policy and classroom practice about document-based assessment practices, and the continued advocacy of multiple primary source document use.|
|Appears in Collections:||ICLS 2006|
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