The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

被引:217
作者
Braten, Ivar [1 ]
Britt, M. Anne [2 ]
Stromso, Helge I. [1 ]
Rouet, Jean-Francois [3 ,4 ]
机构
[1] Univ Oslo, Dept Educ Res, N-0317 Oslo, Norway
[2] No Illinois Univ, Dept Psychol, De Kalb, IL 60115 USA
[3] Univ Poitiers, Lab Langage Memoire & Dev Cognitif, Poitiers, France
[4] CNRS, F-75700 Paris, France
关键词
PERSONAL EPISTEMOLOGY; MEANING CONSTRUCTION; DOMAIN-SPECIFICITY; STUDENTS; KNOWLEDGE; SCIENCE; ARGUMENTATION; INFORMATION; TASKS; REFLECTIONS;
D O I
10.1080/00461520.2011.538647
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model incorporates epistemic beliefs into a theoretical framework for explaining multiple-text comprehension, specifying how and why different epistemic belief dimensions may be linked to the comprehension and integration of multiple texts. Also discussed is the need for further research concerning mediational mechanisms, causality, and generalizability.
引用
收藏
页码:48 / 70
页数:23
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