Effects of personal epistemology beliefs, task conditions and prior knowledge on understanding of multiple texts.
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Effects of personal epistemology beliefs, task conditions and prior knowledge on understanding of multiple texts.

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Effects of personal epistemology beliefs, task conditions and prior knowledge on understanding of multiple texts.

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dc.contributor.advisor Braten, Ivar es_ES
dc.contributor.advisor Vidal-Abarca Gámez, Eduardo es_ES
dc.contributor.author Gil Pelluch, Laura es_ES
dc.contributor.other Universitat de València - PSICOLOGIA EVOLUTIVA I DE L'EDUCACIÓ es_ES
dc.date.accessioned 2010-07-07T08:06:58Z
dc.date.available 2010-07-07T08:06:58Z
dc.date.issued 2009 es_ES
dc.date.submitted 2009-02-24 es_ES
dc.identifier.uri http://www.tesisenred.net/TDX-0310110-152419/ es_ES
dc.identifier.uri http://hdl.handle.net/10550/15421
dc.description.abstract es_ES
dc.format.mimetype application/pdf es_ES
dc.language cat-en-es es_ES
dc.rights eng es_ES
dc.rights Copyright information available at source archive es_ES
dc.subject none es_ES
dc.title Effects of personal epistemology beliefs, task conditions and prior knowledge on understanding of multiple texts. es_ES
dc.type info:eu-repo/semantics/doctoralThesis es_ES
dc.description.abstractenglish One of the major challenges of a knowledge society is that students as well as other citizens must learn to understand and integrate information from multiple textual sources. Still, tasks and reader characteristics that may facilitate or constrain such intertextual processes are not well understood by researchers. In four studies, we compare the effects of summary and argument essay tasks when undergraduates read seven different texts on a particular scientific topic and we examine whether these effects are moderated by some characteristics of the reader. In the first study, we explore and compare the dimensionality of personal epistemology with respect to climate change across the contexts of Norwegian and Spanish students. Additionally, we examine relationships between topic-specific epistemic beliefs and the variables of gender, topic knowledge, and topic interest in the two contexts. Even though considerable cross-cultural generalizability in dimensionality was demonstrated, this research also draws attention to the cultural embeddedness of topic-specific epistemic beliefs. In the second study, we compare the effects of summary and argument tasks on the students comprehension and integration about climate change and, using the Spanish results of the first study, we examine whether the effect of tasks might be influenced by students epistemic beliefs. Contrary to our predictions, we found that an instruction to write summaries may lead to better understanding and integration than an instruction to write argument essays. We also found that beliefs about the certainty of knowledge in some instances can moderate the effect of task on comprehension performance. The third and the fourth experiment were designed to clarify previous conflicting findings regarding the effects of summary and argument tasks on the understanding of multiple texts. We examine whether the effect of both tasks may be dependent on some characteristics of the learning situation (i.e. reading amount and reading environment) or on readers prior knowledge of the topic. Results showed that an argument task is not always beneficial in comparison to a summary task and indicated that differences in prior knowledge can influence effect of task on both surface and deep understanding of multiple documents. Educational implications are discussed. __________________________________________________________________________________________________ RESUMEN La investigación sobre integración de información con documentos múltiples se ha hecho presentando a los estudiantes textos que abordan una misma temática y planteando tareas que demandan integración de información. Las operaciones mentales y estrategias que demandan estas tareas resultan muy difíciles de resolver para los estudiantes incluso para aquellos con buenas estrategias de lectura en textos simples(Rouet, 2006). Son varios los estudios que muestran que estudiar un tema concreto con documentos múltiples, en lugar de hacerlo con un solo texto, beneficia el aprendizaje de los estudiantes. Sin embargo, el simple hecho de estudiar con varios textos, no garantiza que estudiantes inexpertos en el manejo de documentos múltiples se beneficien de tal actividad. Dentro de este contexto, en la presente investigación se analizan qué tareas son las más adecuadas para promover la comprensión e integración de documentos múltiples y qué características del lector pueden interactuar con la tarea moderando su efecto en dichos procesos. Por medio de una serie de estudios, el primero con enfoque correlacional y los dos siguientes con enfoque experimental, la tesis examina el efecto de dos de las tareas más comunes para aprender con documentos que guardan una relación temática, i.e. los resúmenes y los ensayos argumentativos. Además, analiza el papel de dos variables individuales que a priori parecen tener una relevancia clara en estas tareas: las creencias epistemológicas y el conocimiento previo de los estudiantes. Se discuten las implicaciones educativas de los estudios. es_ES

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