Effects of a classroom intervention on college students’ sourcing skills: replication and extension study
Abstract: We adapted and evaluated the effects of a classroom intervention (extension of https://doi.org/10.1016/j.learninstruc.2018.04.006) on undergraduates’ sourcing skills. Students (n = 266) received either a teacher-led intervention (trained group) or regular classes (control group) and wer...
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Routledge
2024
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| Acceso en línea: | https://repositorio.uca.edu.ar/handle/123456789/18349 |
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I33-R139-123456789-183492024-06-28T05:02:08Z Effects of a classroom intervention on college students’ sourcing skills: replication and extension study Martínez, Magalí Ayelén Saux, Gastón Ignacio Londra, Franco Burin, Débora HABILIDADES COGNITIVAS ESTUDIANTES UNIVERSITARIOS INTERVENCION PSICOPEDAGOGICA Abstract: We adapted and evaluated the effects of a classroom intervention (extension of https://doi.org/10.1016/j.learninstruc.2018.04.006) on undergraduates’ sourcing skills. Students (n = 266) received either a teacher-led intervention (trained group) or regular classes (control group) and were assessed before, after, and 6 to 8 weeks after the intervention. Additionally, we included an ecological indicator: the quality of references in a high-stakes team essay. Overall, the intervention group outperformed controls in both post-tests: They gave lower ratings for bad quality links and used source-based criteria more often to select a text deemed as more reliable when reading two conflicting documents. They also included better quality references in their essays (i.e. references applying the targeted source dimensions) and avoided lesser quality ones (i.e. references overlooking those dimensions). No differences were found in the mention of sources in a far transfer argumentation. We discuss that the intervention improved students’ sourcing skills even in long-term generalized tasks. 2024-06-27T13:32:40Z 2024-06-27T13:32:40Z 2024 Artículo Martínez, M. A., Saux, G. A., Saux, G., Burin, D. Effects of a classroom intervention on college students’ sourcing skills: replication and extension study [en línea]. Discourse Processes. 2024. doi: 10.1080/0163853X.2024.2339738. Disponible en: https://repositorio.uca.edu.ar/handle/123456789/18349 https://repositorio.uca.edu.ar/handle/123456789/18349 10.1080/0163853X.2024.2339738 eng Acceso restringido http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf Routledge Discourse Processes. 2024 |
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Universidad Católica Argentina |
| institution_str |
I-33 |
| repository_str |
R-139 |
| collection |
Repositorio Institucional de la Universidad Católica Argentina (UCA) |
| language |
Inglés |
| topic |
HABILIDADES COGNITIVAS ESTUDIANTES UNIVERSITARIOS INTERVENCION PSICOPEDAGOGICA |
| spellingShingle |
HABILIDADES COGNITIVAS ESTUDIANTES UNIVERSITARIOS INTERVENCION PSICOPEDAGOGICA Martínez, Magalí Ayelén Saux, Gastón Ignacio Londra, Franco Burin, Débora Effects of a classroom intervention on college students’ sourcing skills: replication and extension study |
| topic_facet |
HABILIDADES COGNITIVAS ESTUDIANTES UNIVERSITARIOS INTERVENCION PSICOPEDAGOGICA |
| description |
Abstract: We adapted and evaluated the effects of a classroom intervention (extension
of https://doi.org/10.1016/j.learninstruc.2018.04.006) on undergraduates’
sourcing skills. Students (n = 266) received either a teacher-led intervention
(trained group) or regular classes (control group) and were assessed before,
after, and 6 to 8 weeks after the intervention. Additionally, we included an
ecological indicator: the quality of references in a high-stakes team essay.
Overall, the intervention group outperformed controls in both post-tests:
They gave lower ratings for bad quality links and used source-based criteria
more often to select a text deemed as more reliable when reading two
conflicting documents. They also included better quality references in their
essays (i.e. references applying the targeted source dimensions) and avoided
lesser quality ones (i.e. references overlooking those dimensions). No differences
were found in the mention of sources in a far transfer argumentation.
We discuss that the intervention improved students’ sourcing skills even in
long-term generalized tasks. |
| format |
Artículo |
| author |
Martínez, Magalí Ayelén Saux, Gastón Ignacio Londra, Franco Burin, Débora |
| author_facet |
Martínez, Magalí Ayelén Saux, Gastón Ignacio Londra, Franco Burin, Débora |
| author_sort |
Martínez, Magalí Ayelén |
| title |
Effects of a classroom intervention on college students’ sourcing skills: replication and extension study |
| title_short |
Effects of a classroom intervention on college students’ sourcing skills: replication and extension study |
| title_full |
Effects of a classroom intervention on college students’ sourcing skills: replication and extension study |
| title_fullStr |
Effects of a classroom intervention on college students’ sourcing skills: replication and extension study |
| title_full_unstemmed |
Effects of a classroom intervention on college students’ sourcing skills: replication and extension study |
| title_sort |
effects of a classroom intervention on college students’ sourcing skills: replication and extension study |
| publisher |
Routledge |
| publishDate |
2024 |
| url |
https://repositorio.uca.edu.ar/handle/123456789/18349 |
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