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Effects of a short classroom intervention on students' identification of contradictions in an Internet forum text: Interaction with reading comprehension skills

机译：短期课堂干预对学生识别互联网论坛文本矛盾的影响：阅读理解技能的互动

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摘要

Internet-based texts addressing science issues can contain inaccurate and contradictory information. However, prior research has shown that students often have difficulties in identifying contradictions in science texts. In a quasi-experimental study with treatment-control groups design with N = 129 high-school students from grades 10 and 11, we thus investigated whether a short classroom intervention could foster students' identification of contradictions in a physics text presented in a question & answer forum. Specifically, the intervention, which was provided in a regular physics lesson, was aimed at sensitizing students to the existence of inaccurate physics information on the Internet. Five weeks after the intervention, students of three intervention and three control classes were tasked to read a paper-printout of an Internet forum text on wind power plants that contained several contradictions. Subsequently, students performed a Conflict Verification Task (CVT) that measured their identification of the contradictions. The effectiveness of the intervention was moderated by students' reading comprehension skills. Students with higher reading comprehension skills benefitted from the intervention, with those in the intervention group achieving higher CVT scores than those in the control group. For students with lower reading comprehension skills, however, no differences between intervention and control group were obtained. In addition, prior domain knowledge was positively related to the identification of contradictions, independent of the intervention or students' reading comprehension skills. Theoretical and practical implications of these findings are discussed.
机译：互联网的文本解决科学问题可能包含不准确和矛盾的信息。然而，先前的研究表明，学生们常常在识别科学文本中的矛盾方面遇到困难。在对治疗控制群体设计的准实验研究中，从等级10和11年级的高中学生设计，我们调查了短期课堂干预是否可以促进学生在问题上提出的物理文本中的矛盾的识别。回答论坛。具体来说，在常规物理课程中提供的干预旨在使学生敏感到互联网上存在不准确的物理信息。干预五周后，三个干预和三个对照课程的学生被任务读取互联网论坛文本的纸印刷品，其中有几个矛盾的风力发电厂。随后，学生们执行了一个冲突验证任务（CVT），其测量了其识别矛盾。学生阅读理解技能的干预的有效性受到缓和。阅读理解技能更高的学生受益于干预的干预措施，在干预组方面取得了比对照组更高的CVT分数。然而，对于阅读理解能力较低的学生，没有获得干预和对照组之间的差异。此外，现有领域知识与识别矛盾的肯定相关，独立于干预或学生阅读理解技能。讨论了这些发现的理论和实际意义。

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