Epistemological Beliefs, Information-Search Strategies and Criteria for the Validation of Web Information
Keywords:
Computers uses in education, Internet, secondary education, evaluation criteria, epistemology.Abstract
This work describes an exploratory study of 286 junior high school students in Mar del Plata, Argentina, regarding the themes: a) places and frequency of access to the Internet; b) strategies used by students in searching the Internet for relevant information; c) the way in which they validate and make sense of the data obtained; and d) students’ epistemological beliefs. Results indicated that: a) participants were more willing to use ready-made search strategies and superficial approaches for the validation of information; b) different frequencies of Internet access revealed no impact on the search strategies; c) students showed an intermediate epistemological development; d) various interrelationships were found between epistemological beliefs, Internet-search strategies, and criteria for validating web information; and e) girls showed epistemological beliefs slightly more sophisticated than those of boys.Downloads
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References
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Baxter Magolda, M. (1992). Knowing and reasoning in college: gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.
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Braten, I. y Stromso, H. I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22 (6), 1027-1042.
Dahl, T., Bals, M. y Turi, A. (2005). Are students’ beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychology, 75, 257-273.
Desjarlais, M. y Willoughby, T. (2007). Supporting learners with low domain knowledge when using the Internet. Journal of Educational Computing Research, 37 (1), 1-17.
Donoso, V. y Roe, K. (2006). Are they really learning online? The impact of the Internet on chilean adolescents’ learning experiences. En E. Pearson y P. Bohman (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2006 (pp. 1679-1686). Chesapeake, VA: Association for the Advancement of Computing in Education.
Ellison, N. y Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of students attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17 (1), 99-122.
Fichtner, B. (1999). Activity theory as methodology: The epistemological revolution of the computer and the problem of its societal appropriation. En M. Hedegaard y J. Lompscher (Eds.), Learning Activity and Development (pp. 71-92). Aarhus: Aarhus University Press.
Fusilier, M., Durlabhji, S. y Cucchi, A. (2008). An investigation of the integrated model of user technology acceptance: Internet user samples in four countries. Journal of Educational Computing Research, 38 (2), 155-182.
Hair, J. F., Anderson, R. E., Tatham, R. L., y Black, W. C. (1999). Análisis multivariante (5ta. ed.). Madrid: Prentice Hall Iberia.
Hammer, D. y Elby, A. (2002). On the form of a personal epistemology. En B.K. Hofer y P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Erlbaum.
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Hofer, B. (2004). Epistemological understanding as a metacognitive process: thinking aloud during online searching. Educational Psychologist, 39 (1), 43-55.
Hofer, B. K. y Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relations to learning. Review of Educational Research, 67 (1), 88-140.
Jehng, J. J., Johnson, S. y Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Contemporary Educational Psychology, 18, 23-35.
Kiili, C., Laurinen, L. y Marttunen, M. (2008). Student evaluating Internet sources: from versatile evaluators to uncritical readers. Journal of Educational Computing Research, 39 (1), 75-95.
King, P. y Kitchener, K. (1994). Developing reflective judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco CA: Jossey-Bass.
Lin, H. y Kesley, K. D. (2009). Building a networked environment in wikis: The evolving phases of collaborative learning in wikibook project. Journal of Educational Computing Research, 40 (2), 145-169.
Nachmias, R., Mioduser, D. y Shemla, A. (2000). Internet usage by students in an Israeli high school. Journal of Educational Computing Research, 22 (1), 55-73.
Paulsen, M. B. y Feldman, K. A. (1999). Student motivation and epistemological beliefs. En M. Theall (Ed.), Motivation from within: Approaches for encouraging faculty and students to Excel (pp. 17-26). San Francisco, CA: Jossey-Bass.
Perry, W. (1970). Forms of intellectual and ethical development in the college years: A scheme. Nueva York: Holt, Rinehart and Winston.
Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. En B. K. Hofer y P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 389-414). Mahwah, NJ: Erlbaum.
Schoenfeld, A. H. (1985). Mathematical problem solving. San Diego, CA: Academic Press.
Schommer, M. (1990) Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82 (3), 498-504.
Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. En R. Garner y P. Alexander (Eds.), Beliefs about text and instruction with text (pp. 25-40). Hillsdale, NJ: Erlbaum.
Schommer, M. (2002). An evolving teoretical framework for an epistemological belief system. En B. Hofer y P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, (pp. 103-118). Mahwah, NJ: Erlbaum.
Schommer-Aikins, M. (2004). Explaining the epistemological belief system: introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39 (1), 19-29.
Schommer-Aikins, M., Duell, O. K. y Hutte, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105 (3), 289-304.
Schrader, P., Lawless, K. y Mayall, H. (2008). The model of domain learning as a framework for understanding Internet navegation. Journal of Educational Multimedia and Hypermedia, 17 (2), 235-258.
Schraw, G., Bendixen, L., y Dunkle, M. (2002). Development and evaluation of the epistemic belief inventory (EBI). En B. Hofer y P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261-275). Mahwah, NJ: Erlbaum.
Stahl, E., Pieschl, S. y Bromme, R. (2006). Task complexity, epistemological beliefs and metacognitive calibration: An exploratory study. Journal of Educational Computing Research, 35 (4), 319-338.
Valkenburg, P. M. y Peter, J. (2007). Online communication and adolescent well-being: Testing the stimulation versus the displacement hypothesis. Journal of Computer- Mediated Communication, 12 (4), 1-12.
Van Dijk, T. A. (1999). Ideología: Una aproximación multidisciplinaria. Barcelona: Gedisa.
Whitmire, E. (2003). Epistemological beliefs and the information-seeking behavior of undergraduates. Library &Information Science Research, 25, 127-142.
Whitmire, E. (2004). The relationship between undergraduates’ epistemological beliefs, reflective judgment, and their information-seeking behavior. Information Processing and Management, 40, 97-111.
Wolfradt, U. y Doll, J. (2001). Motives of adolescents to use the Internet as a function of personality traits, personal and social factors. Journal of Educational Computing Research, 24 (1), 13-27.
Wu, Y. T. y Tsai, C. C. (2007). Developing an information commitment survey for assessing students’ web information searching strategies and evaluative standards for web materials. Educational Technology & Society, 10 (2), 120-132.
Wu, Y. T. y Tsai, C. C. (2005). Information commitments: Evaluative standards and information searching strategies in web-based learning environments. Journal of Computer Assisted Learning, 21, 374-385.
Yadav, A. y Koehler, M. (2007). The role of epistemological beliefs in preservice teachers´ intepretation of video cases of early- grade literacy instruction. Journal of Technology and Teacher Education, 15 (3), 335-361.
Baxter Magolda, M. (1992). Knowing and reasoning in college: gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L. et al. (2004). How does distance education compare to classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74 (3), 379-439.
Braten, I. y Stromso, H. I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22 (6), 1027-1042.
Dahl, T., Bals, M. y Turi, A. (2005). Are students’ beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychology, 75, 257-273.
Desjarlais, M. y Willoughby, T. (2007). Supporting learners with low domain knowledge when using the Internet. Journal of Educational Computing Research, 37 (1), 1-17.
Donoso, V. y Roe, K. (2006). Are they really learning online? The impact of the Internet on chilean adolescents’ learning experiences. En E. Pearson y P. Bohman (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2006 (pp. 1679-1686). Chesapeake, VA: Association for the Advancement of Computing in Education.
Ellison, N. y Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of students attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17 (1), 99-122.
Fichtner, B. (1999). Activity theory as methodology: The epistemological revolution of the computer and the problem of its societal appropriation. En M. Hedegaard y J. Lompscher (Eds.), Learning Activity and Development (pp. 71-92). Aarhus: Aarhus University Press.
Fusilier, M., Durlabhji, S. y Cucchi, A. (2008). An investigation of the integrated model of user technology acceptance: Internet user samples in four countries. Journal of Educational Computing Research, 38 (2), 155-182.
Hair, J. F., Anderson, R. E., Tatham, R. L., y Black, W. C. (1999). Análisis multivariante (5ta. ed.). Madrid: Prentice Hall Iberia.
Hammer, D. y Elby, A. (2002). On the form of a personal epistemology. En B.K. Hofer y P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Erlbaum.
Hofer, B. K. (2002). Personal epistemology as a psychological and educational construct: An introduction. En B. K. Hofer y P. R. Pintrich (Eds.) Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 3-14). Mahwah, NJ: Erlbaum.
Hofer, B. (2004). Epistemological understanding as a metacognitive process: thinking aloud during online searching. Educational Psychologist, 39 (1), 43-55.
Hofer, B. K. y Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relations to learning. Review of Educational Research, 67 (1), 88-140.
Jehng, J. J., Johnson, S. y Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Contemporary Educational Psychology, 18, 23-35.
Kiili, C., Laurinen, L. y Marttunen, M. (2008). Student evaluating Internet sources: from versatile evaluators to uncritical readers. Journal of Educational Computing Research, 39 (1), 75-95.
King, P. y Kitchener, K. (1994). Developing reflective judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco CA: Jossey-Bass.
Lin, H. y Kesley, K. D. (2009). Building a networked environment in wikis: The evolving phases of collaborative learning in wikibook project. Journal of Educational Computing Research, 40 (2), 145-169.
Nachmias, R., Mioduser, D. y Shemla, A. (2000). Internet usage by students in an Israeli high school. Journal of Educational Computing Research, 22 (1), 55-73.
Paulsen, M. B. y Feldman, K. A. (1999). Student motivation and epistemological beliefs. En M. Theall (Ed.), Motivation from within: Approaches for encouraging faculty and students to Excel (pp. 17-26). San Francisco, CA: Jossey-Bass.
Perry, W. (1970). Forms of intellectual and ethical development in the college years: A scheme. Nueva York: Holt, Rinehart and Winston.
Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. En B. K. Hofer y P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 389-414). Mahwah, NJ: Erlbaum.
Schoenfeld, A. H. (1985). Mathematical problem solving. San Diego, CA: Academic Press.
Schommer, M. (1990) Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82 (3), 498-504.
Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. En R. Garner y P. Alexander (Eds.), Beliefs about text and instruction with text (pp. 25-40). Hillsdale, NJ: Erlbaum.
Schommer, M. (2002). An evolving teoretical framework for an epistemological belief system. En B. Hofer y P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, (pp. 103-118). Mahwah, NJ: Erlbaum.
Schommer-Aikins, M. (2004). Explaining the epistemological belief system: introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39 (1), 19-29.
Schommer-Aikins, M., Duell, O. K. y Hutte, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105 (3), 289-304.
Schrader, P., Lawless, K. y Mayall, H. (2008). The model of domain learning as a framework for understanding Internet navegation. Journal of Educational Multimedia and Hypermedia, 17 (2), 235-258.
Schraw, G., Bendixen, L., y Dunkle, M. (2002). Development and evaluation of the epistemic belief inventory (EBI). En B. Hofer y P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261-275). Mahwah, NJ: Erlbaum.
Stahl, E., Pieschl, S. y Bromme, R. (2006). Task complexity, epistemological beliefs and metacognitive calibration: An exploratory study. Journal of Educational Computing Research, 35 (4), 319-338.
Valkenburg, P. M. y Peter, J. (2007). Online communication and adolescent well-being: Testing the stimulation versus the displacement hypothesis. Journal of Computer- Mediated Communication, 12 (4), 1-12.
Van Dijk, T. A. (1999). Ideología: Una aproximación multidisciplinaria. Barcelona: Gedisa.
Whitmire, E. (2003). Epistemological beliefs and the information-seeking behavior of undergraduates. Library &Information Science Research, 25, 127-142.
Whitmire, E. (2004). The relationship between undergraduates’ epistemological beliefs, reflective judgment, and their information-seeking behavior. Information Processing and Management, 40, 97-111.
Wolfradt, U. y Doll, J. (2001). Motives of adolescents to use the Internet as a function of personality traits, personal and social factors. Journal of Educational Computing Research, 24 (1), 13-27.
Wu, Y. T. y Tsai, C. C. (2007). Developing an information commitment survey for assessing students’ web information searching strategies and evaluative standards for web materials. Educational Technology & Society, 10 (2), 120-132.
Wu, Y. T. y Tsai, C. C. (2005). Information commitments: Evaluative standards and information searching strategies in web-based learning environments. Journal of Computer Assisted Learning, 21, 374-385.
Yadav, A. y Koehler, M. (2007). The role of epistemological beliefs in preservice teachers´ intepretation of video cases of early- grade literacy instruction. Journal of Technology and Teacher Education, 15 (3), 335-361.
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2010-05-01
