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Investigating elementary school students' text-based argumentation with multiple online information resources

机译：用多个在线信息资源调查基于小学生的基于文本的论证

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摘要

In this study, we explored how elementary school students used multiple information resources in responding to a text-based argumentation task asking them to research a set of online texts in order to state and justify their stance on a controversial health-related issue. Results showed that most students took a stance that was consistent with the majority of the information resources that they read, that they mainly drew on more reliable resources in their written task products, and that they justified their stance by providing one or more supporting reasons. Students relied much more on copying and paraphrasing content from the online resources than on integrating information within and across the resources, however, and they very rarely referred to the sources in their written products. In general, girls were found to outperform boys on measures of content, argumentation, and integration in the written task products, and these aspects of the written products were also positively related to students' basic reading and reasoning skills. The discussion highlights the challenges many elementary school students experience in this complex literacy task context, suggests some avenues for future research, and discusses instructional implications of the study.
机译：在这项研究中，我们探讨了基本的学生如何在响应基于文本的论证任务时如何使用多个信息资源，要求他们研究一组在线文本，以便陈述并证明他们在有争议的健康相关问题上证明他们的立场。结果表明，大多数学生都采取了与他们阅读的大多数信息资源一致的立场，即他们主要吸引其书面任务产品中的更可靠的资源，并通过提供一种或多种支持原因来证明他们的立场。学生更多地依赖于在线资源复制和释放内容，而不是在整合资源内部和整个资源中的信息，而且他们很少参考其书面产品中的来源。总的来说，女孩被发现以书面任务产品的内容，论证和整合的措施优越男孩，而书面产品的这些方面也与学生的基本阅读和推理技能有关。讨论突出了许多小学生在这种复杂的识字任务背景下的挑战，旨在为未来的研究提供一些途径，并讨论了该研究的教学影响。

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