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Assessment of higher education students' information problem-solving skills in educational sciences

机译：评估高等教育学生信息问题解决方案的教育科学

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Many of the current tests that evaluate information problem-solving skills suffer from ecological validity weakness and from library-bias. The Procedural Information Problem-Solving Knowledge Evaluation in Education test (PIKE-E) aims to assess information problem-solving skills of college students in relation to an academic literature review task in educational sciences. It entails a confirmatory analysis of the PIKE-P test in which it is based. The PIKE-E was completed by 700 students from three different Spanish-speaking countries. In our research, we do not assume that information problem solving skills at the international and cultural level are equal, but Internet access is practically the same in higher education. Results show the existence of five first-order factors, Defining the research question, Search strategies planning, Searching and locating sources, Selecting and processing information and Organizing and presenting information, and a general single second-order factor, Information problem-solving, which coincide with contemporary theoretical models on information literacy. The PIKE-E can be used to tackle in which specific areas concerning information skills development, students entering education degrees need to improve to succeed in their studies.
机译：评估信息解决技能的许多目前的测试患有生态有效性弱点和图书馆偏见。教育检验中的程序信息解决知识评估（PIKE-E）旨在评估大学生与教育科学中学术文献综述任务有关的信息问题解决技巧。它需要对基于派克-P测试的确认分析。 Pike-E由来自三个不同西班牙语国家的700名学生完成。在我们的研究中，我们不认为在国际和文化层面的信息解决技能是平等的，但互联网接入在高等教育中实际上是一样的。结果显示存在五个一阶因素，定义研究问题，搜索战略规划，搜索和定位源，选择和处理信息和组织和呈现信息，以及一般的单一二阶因子，信息解决问题与当代信息素养的当代理论模型一致。 PIKE-E可用于解决有关信息技能发展的特定领域，进入教育学位的学生需要改进以在学习中取得成功。

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