The role of clear thinking in learning science from multiple-document ınquiry tasks
The main goal for the current study was to investigate whether individual differences in domaingeneral thinking dispositions might affect learning from multiple-document inquiry tasks in science. Middle school students were given a set of documents and were tasked with understanding how and why r...
Main Authors: | , , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Kura Publishing
2012-11-01
|
Series: | International Electronic Journal of Elementary Education |
Online Access: | https://iejee.com/index.php/IEJEE/article/view/10/9 |
id |
doaj-fe848f14cf29405a9afa0044b4528f7b |
---|---|
record_format |
Article |
spelling |
doaj-fe848f14cf29405a9afa0044b4528f7b2020-11-25T03:39:58ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982012-11-015179The role of clear thinking in learning science from multiple-document ınquiry tasksThomas D. Griffin0Jennifer Wiley1M. Anne Britt2Carlos R. Salas3Department of Psychology, University of Illinois at ChicagoUniversity of IllinoisNorthern Illinois UniversityUniversity of IllinoisThe main goal for the current study was to investigate whether individual differences in domaingeneral thinking dispositions might affect learning from multiple-document inquiry tasks in science. Middle school students were given a set of documents and were tasked with understanding how and why recent patterns in global temperature might be different from what has been observed in the past from those documents. Understanding was assessed with two measures: an essay task and an inference verification task. Domain-general thinking dispositions were assessed with a Commitment to Logic, Evidence, and Reasoning (CLEAR) thinking scale. The measures of understanding were uniquely predicted by both reading skills and CLEAR thinking scores, and these effects were not attributable to prior knowledge or interest. The results suggest independent roles for thinking dispositions and reading ability when students read to learn from multiple-document inquiry tasks in science.https://iejee.com/index.php/IEJEE/article/view/10/9 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Thomas D. Griffin Jennifer Wiley M. Anne Britt Carlos R. Salas |
spellingShingle |
Thomas D. Griffin Jennifer Wiley M. Anne Britt Carlos R. Salas The role of clear thinking in learning science from multiple-document ınquiry tasks International Electronic Journal of Elementary Education |
author_facet |
Thomas D. Griffin Jennifer Wiley M. Anne Britt Carlos R. Salas |
author_sort |
Thomas D. Griffin |
title |
The role of clear thinking in learning science from multiple-document ınquiry tasks |
title_short |
The role of clear thinking in learning science from multiple-document ınquiry tasks |
title_full |
The role of clear thinking in learning science from multiple-document ınquiry tasks |
title_fullStr |
The role of clear thinking in learning science from multiple-document ınquiry tasks |
title_full_unstemmed |
The role of clear thinking in learning science from multiple-document ınquiry tasks |
title_sort |
role of clear thinking in learning science from multiple-document ınquiry tasks |
publisher |
Kura Publishing |
series |
International Electronic Journal of Elementary Education |
issn |
1307-9298 1307-9298 |
publishDate |
2012-11-01 |
description |
The main goal for the current study was to investigate whether individual differences in domaingeneral
thinking dispositions might affect learning from multiple-document inquiry tasks in science.
Middle school students were given a set of documents and were tasked with understanding how and
why recent patterns in global temperature might be different from what has been observed in the
past from those documents. Understanding was assessed with two measures: an essay task and an
inference verification task. Domain-general thinking dispositions were assessed with a Commitment
to Logic, Evidence, and Reasoning (CLEAR) thinking scale. The measures of understanding were
uniquely predicted by both reading skills and CLEAR thinking scores, and these effects were not
attributable to prior knowledge or interest. The results suggest independent roles for thinking
dispositions and reading ability when students read to learn from multiple-document inquiry tasks in
science. |
url |
https://iejee.com/index.php/IEJEE/article/view/10/9 |
work_keys_str_mv |
AT thomasdgriffin theroleofclearthinkinginlearningsciencefrommultipledocumentınquirytasks AT jenniferwiley theroleofclearthinkinginlearningsciencefrommultipledocumentınquirytasks AT mannebritt theroleofclearthinkinginlearningsciencefrommultipledocumentınquirytasks AT carlosrsalas theroleofclearthinkinginlearningsciencefrommultipledocumentınquirytasks AT thomasdgriffin roleofclearthinkinginlearningsciencefrommultipledocumentınquirytasks AT jenniferwiley roleofclearthinkinginlearningsciencefrommultipledocumentınquirytasks AT mannebritt roleofclearthinkinginlearningsciencefrommultipledocumentınquirytasks AT carlosrsalas roleofclearthinkinginlearningsciencefrommultipledocumentınquirytasks |
_version_ |
1724537291961008128 |