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  • 1
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    Online Resource
    Kritisches Denken – Critical Thinking: Wissenschaftsforschung Jahrbuch 2021 (2023)
    Berlin : Humboldt-Universität zu Berlin
    Details
    UID:
    edochu_18452_27926
    Format: 1 Online-Ressource (239 Seiten)
    ISBN: 78-3-96138-353-5
    Language: German
    DOI: 10.18452/27267
    URN: urn:nbn:de:kobv:11-110-18452/27926-0
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  • 2
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    “Your argumentation is good”, says the AI vs humans – The role of feedback providers and personalised language for feedback effectiveness (2023)
    Berlin : Humboldt-Universität zu Berlin
    Details
    UID:
    edochu_18452_28939
    Format: 1 Online-Ressource (14 Seiten)
    ISSN: 2666-920X , 2666-920X
    Content: Argumentative writing is an important skill for (future) teachers, and this skill can be promoted with feedback. For such feedback to be effective, certain social and non-cognitive aspects must be considered. Building on this, our study investigated the influence of different feedback providers and language styles on learners’ motivation, emotions, self-efficacy, and perceptions about the provider and the feedback. A total of N = 98 German student teachers participated in the 3 (feedback provider: artificial intelligence (AI) vs educator vs peer) × 2 (feedback language: personalised vs neutral) experimental between-subjects design. Results showed that student teachers ascribed an AI, compared to educators and peers, with more trustworthiness, particularly regarding its expertise. Against our expectations, we did not find further significant effects, but we found several tendencies that point towards the importance of social and non-cognitive aspects in feedback processes and indicate the need for further research. Conclusively, these aspects should be considered when investigating feedback processes in online learning environments.
    Content: Peer Reviewed
    Note: The article processing charge was funded by the Open Access Publication Fund of Humboldt-Universität zu Berlin.
    In: Amsterdam : Elsevier, 5, 2666-920X
    Language: English
    DOI: 10.18452/28291
    DOI: 10.1016/j.caeai.2023.100189
    URN: urn:nbn:de:kobv:11-110-18452/28939-1
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  • 3
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    Pre-service teachers’ search strategies when sourcing educational information on the Internet (2022)
    Berlin : Humboldt-Universität zu Berlin
    Details
    UID:
    edochu_18452_26118
    Format: 1 Online-Ressource (15 Seiten)
    Content: Teachers need to be able to inform and justify their teaching practice based on available research knowledge. When searching for research knowledge, the Internet plays a crucial role as it allows teachers to search for and access evidence long after their own education at university. On the Internet, however, educational information can have varying levels of scientific groundedness (e.g., science articles or blogs from colleagues), and research indicates that (pre-service) teachers struggle to find, select, and evaluate online educational information. It is precisely for this reason that it is important to educate (pre-service) teachers on how to competently source online information. This study describes pre-service teachers’ search strategies when sourcing online educational information about the topic “students’ use of mobile phones in class.” It sheds light on their use of (1) basic or advanced search strategies and (2) the role of Internet-specific epistemological beliefs (ISEBs). N = 77 pre-service teachers conducted a realistic search on the Internet and selected those web items (WI) that they perceived relevant for justifying whether mobile phones should be used in class. Their sourcing behavior was screen-recorded and analyzed. Most selected WI were found via search engines of Google LLC (91.4%). Advanced search strategies were defined as (1) using two or more search engines (performed by 62.3% of participants), (2) adapting search terms and/or formulating new search terms (90.9%), (3) selecting at least one WI that was not listed among the first four ranks on the first search engine results page (54.7%), and (4) checking for the trustworthiness of the author/source (14.3%) or the quality of the content (13%). Binary logistic regressions were used to analyze the relationship between ISEBs and (1) search strategies and (2) science-relatedness of WI as dependent variables. The predictor ISEB did not contribute to the models, meaning that differences in participants’ ISEBs did not significantly relate to their search strategies nor to the science-relatedness of WI, all β ≤ |0.36|, Wald ≤ 0.64, p ≥ 0.43. The role of pre-service teachers’ search strategies is discussed with respect to teachers’ evidence-informed reasoning and its implications for teacher education.
    Content: Peer Reviewed
    Note: The article processing charge was funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) – 491192747 and the Open Access Publication Fund of Humboldt-Universität zu Berlin.
    In: Lausanne : Frontiers Media, 7
    Language: English
    DOI: 10.3389/feduc.2022.976346
    DOI: 10.18452/25428
    URN: urn:nbn:de:kobv:11-110-18452/26118-1
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  • 4
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    Constraints and Affordances of Online Engagement With Scientific Information : A Literature Review (2020)
    Berlin : Humboldt-Universität zu Berlin
    Details
    UID:
    edochu_18452_25612
    Format: 1 Online-Ressource (21 Seiten)
    Content: Many urgent problems that societies currently face—from climate change to a global pandemic—require citizens to engage with scientific information as members of democratic societies as well as to solve problems in their personal lives. Most often, to solve their epistemic aims (aims directed at achieving knowledge and understanding) regarding such socio-scientific issues, individuals search for information online, where there exists a multitude of possibly relevant and highly interconnected sources of different perspectives, sometimes providing conflicting information. The paper provides a review of the literature aimed at identifying (a) constraints and affordances that scientific knowledge and the online information environment entail and (b) individuals' cognitive and motivational processes that have been found to hinder, or conversely, support practices of engagement (such as critical information evaluation or two-sided dialogue). Doing this, a conceptual framework for understanding and fostering what we call online engagement with scientific information is introduced, which is conceived as consisting of individual engagement (engaging on one's own in the search, selection, evaluation, and integration of information) and dialogic engagement (engaging in discourse with others to interpret, articulate and critically examine scientific information). In turn, this paper identifies individual and contextual conditions for individuals' goal-directed and effortful online engagement with scientific information.
    Content: Peer Reviewed
    In: Lausanne : Frontiers Research Foundation, 2020, 11
    Language: English
    DOI: 10.3389/fpsyg.2020.572744
    DOI: 10.18452/24930
    URN: urn:nbn:de:kobv:11-110-18452/25612-9
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  • 5
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    The role of collaborative argumentation in future teachers' selection of online information (2021)
    Berlin : Humboldt-Universität zu Berlin
    Details
    UID:
    edochu_18452_23650
    Format: 1 Online-Ressource (14 Seiten)
    ISSN: 1010-0652 , 1010-0652
    Content: (Future) teachers should acquire skills in sourcing science-related information online, so they can use evidence appropriately in their pedagogical practice. To successfully use such evidence, it is vital that teachers critically question their selection of online information. Based on findings from collaborative learning, we hypothesized that collaboration promotes teachers' critical elaboration of their selection of online educational information. Additionally, collaboration allows for social comparison and may thus impact teachers' self-efficacy in seeking information. In a 2 × 2 mixed-design study with the between-participants factor reasoning (individual vs. collaborative) and the within-participants factor self-reported information seeking self-efficacy (pre vs. post the reasoning task), each of N = 83 future teachers individually sought online information regarding the educational use of mobile phones in classrooms. This constituted a realistic search on the Internet, in a natural setting. Based on each participant's particular search, s / he was asked to select the online sources that s / he perceived relevant for reasoning whether mobile phones should be used in class. To foster reflection on how they selected information, participants were asked either to reason individually (individual group, n = 33) or to chat collaboratively (collaboration group, n = 50 in 25 dyads) about their selections. Participants in both groups reported higher information seeking self-efficacy after the reasoning task. Yet participants who collaboratively reflected on their selections more frequently showed elaborated reasoning behavior, than did participants in the individual group. Nonetheless, participants in both groups referred to certain criteria that guided their selection (i. e., criteria related to the information, the provider of information, or media) with the same frequency. Considering the potential benefits and challenges of collaboration, we discuss the findings in terms of how to promote future teachers' ability to critically reflect on their selection of online educational information.
    Content: (Zukünftige) Lehrkräfte sollten ihre pädagogische Praxis auch auf der Basis von bildungswissenschaftlichen Evidenzen begründen. Dazu müssen sie Fähigkeiten erwerben, wie sie angemessen wissenschaftsbezogene Online-Informationen recherchieren können. Um Evidenzen aus Online-Informationen sinnvoll nutzen zu können, ist es wichtig, die Auswahl von Online-Informationen kritisch zu hinterfragen. Basierend auf Forschungsarbeiten zum kollaborativen Lernen wurde angenommen, dass Kollaboration eine kritisch-reflektierte Auseinandersetzung mit der Auswahl von Online-Informationen fördern kann. Zusätzlich bietet die Kollaboration die Möglichkeit zum sozialen Vergleich mit anderen und kann daher die erlebte Selbstwirksamkeit der Lehrkräfte beim Suchen nach Informationen beeinflussen. In einem 2 × 2 Mixed-Design mit dem Zwischensubjektfaktor Erörterung (individuell vs. kollaborativ) und dem Innersubjektfaktor selbstberichtete Selbstwirksamkeit bei der Suche nach Online-Informationen (Prä- vs. Post der Erörterung) suchten N = 83 Lehramtsstudierende individuell nach Online- Informationen zum Thema Handynutzung im Unterricht. Basierend auf ihren Rechercheergebnissen wählten sie diejenigen Webinhalte aus, die sie für eine Entscheidung für ihre didaktische Vorgehensweise als relevant einschätzten. Die Lehramtsstudierenden wurden dann gebeten entweder alleine (individuelle Gruppe, n = 33) oder gemeinsam im Chat mit einer weiteren Lehramtsstudierenden (kollaborative Gruppe, n = 50 in 25 Dyaden) zu erörtern, welche Kriterien die Auswahl ihrer Webinhalte leiteten. Im Anschluss berichteten die Lehramtsstudierenden beider Bedingungen eine höhere Selbstwirksamkeit in Bezug auf die Suche nach Online-Informationen. Die Lehramtsstudierenden, die sich kollaborativ austauschten, konnten ihre Auswahl jedoch argumentativ elaborierter begründen. Des Weiteren verwiesen die Lehramtsstudierenden beider Bedingungen ähnlich häufig auf die jeweiligen Kriterien, die sie für ihre Auswahl nutzten (d. h. Kriterien in Bezug auf die Informationen, die Autoren und Autorinnen, oder die Online-Medien). Die Rolle von Kollaboration bei der Beschaffung von bildungswissenschaftlichen Online-Informationen wird hinsichtlich der Förderung einer kompetenten und kritischen Reflexion über mögliche Vorgehensweisen diskutiert.
    Content: Peer Reviewed
    In: Bern : Huber, 35,2-3, Seiten 185-198, 1010-0652
    Language: English
    DOI: 10.1024/1010-0652/a000307
    DOI: 10.18452/22983
    URN: urn:nbn:de:kobv:11-110-18452/23650-9
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  • 6
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    “You Are Not Alone”–Opportunities and Challenges for University Students’ Collaborative Engagement When Dealing With Online Information About COVID-19 (2021)
    Berlin : Humboldt-Universität zu Berlin
    Details
    UID:
    edochu_18452_24169
    Format: 1 Online-Ressource (16 Seiten)
    Content: In view of the COVID-19 pandemic, students had to cope with the challenging situation of handling a vast amount of potentially conflicting online information while staying informed. Reading conflicting scientific information has been shown to require cognitive effort for one to integrate it successfully, but reading such information during a crisis–such as the COVID-19 pandemic–may cause additional emotional stress, as students also had to cope with critical aspects of the pandemic (e.g., physical distancing and uncertainty). Different studies have indicated that in crises, stress can be relieved by seeking online social support (as a coping strategy). Similarly, working together (as collaborative learning) can also help people more critically discuss information on a cognitive level. Based on the approaches of online collaborative learning and online social support seeking, we were interested in whether an individual vs. collaborative communication setting would lead to any differences in students’ cognitive as well as emotional engagement with conflicting information about COVID-19. In a 2 × 2 mixed design, N = 109 education science students were exposed to two conflicting texts regarding COVID-19 testing that contained current scientific information. The online experiment was conducted in Germany in April 2020, which was the beginning of lockdown in that country. After reading the two texts, participants were asked to reflect on their engagement with the conflicting information either individually (individual group, n = 49) or via chat collaboratively (collaboration group, n = 60 in 30 dyads). With respect to participants’ written reflections (content-analyzed regarding cognitive as well as emotional engagement), participants in the collaborative group, compared to those in the individual group, more often discussed the pandemic in general and less often engaged emotionally when discussing the evidence from texts. All participants reported higher perceived information overload, lower self-efficacy in sourcing information about COVID-19, and higher active coping strategies after the reflection task compared to before reading the information, with no significant differences between the collaborative and individual groups. We discuss these findings regarding any opportunities and challenges that arise in online collaboration between students for cognitive and emotional engagement when handling conflicting information about COVID-19.
    Content: Peer Reviewed
    Note: This article was supported by the German Research Foundation (DFG) and the Open Access Publication Fund of Humboldt-Universität zu Berlin.
    In: Lausanne : Frontiers Research Foundation, 12
    Language: English
    DOI: 10.18452/23518
    DOI: 10.3389/fpsyg.2021.728408
    URN: urn:nbn:de:kobv:11-110-18452/24169-7
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  • 7
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    A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation (2020)
    Berlin : Humboldt-Universität zu Berlin
    Details
    UID:
    edochu_18452_26196
    Format: 1 Online-Ressource (37 Seiten)
    Content: In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, to understand how to successfully promote the acquisition of any skills related to seeking online information. This review outlines technologies that aim to support users when they collaboratively seek online information. Upon integrating psychological–pedagogical approaches on trust in and the sourcing of online information, argumentation, and computer-supported collaborative learning, we reviewed the literature (N = 95 journal articles) on technologies for collaborative online information seeking. The technologies we identified either addressed collaborative online information seeking as an exclusive process for searching for online information or, alternatively, addressed online information seeking within the context of a more complex learning process. Our review was driven by three main research questions: We aimed to understand whether and how the studies considered 1) the role of trust and critical questioning in the sourcing of online information, 2) the learning processes at play when information seekers engage in collaborative argumentation, and 3) what affordances are offered by technologies that support users’ collaborative seeking of online information. The reviewed articles that focused exclusively on technologies for seeking online information primarily addressed aspects of cooperation (e.g., task management), whereas articles that focused on technologies for integrating the processes of information seeking into the entire learning processes instead highlighted aspects of collaborative argumentation (e.g., exchange of multiple perspectives and critical questioning in argumentation). Seven of the articles referred to trust as an aspect of seekers’ sourcing strategies. We emphasize how researchers’, users’, and technology developers’ consideration of collaborative argumentation could expand the benefits of technological support for seeking online information.
    Content: Peer Reviewed
    In: Dordrecht : Springer Science + Business Media B.V., 26,2, Seiten 2053-2089
    Language: English
    DOI: 10.18452/25522
    DOI: 10.1007/s10639-020-10345-7
    URN: urn:nbn:de:kobv:11-110-18452/26196-9
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  • 8
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    Kritisches Denken, Critical Thinking (2022)
    Berlin : Wissenschaftlicher Verlag Berlin
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    UID:
    gbv_186567270X
    Format: 1 Illustration
    Edition: Online-Ausgabe Berlin Humboldt-Universität zu Berlin 2023 1 Online-Ressource (239 Seiten)
    Series Statement: Wissenschaftsforschung Jahrbuch 2021
    Content: Dieses Jahrbuch geht aus der Tagung 2021 der Gesellschaft für Wissenschaftsforschung hervor. Die Themenwahl verbindet die Diskussionen vorangegangener Tagungen: Forschendes Lernen (2016), Wissenschaftsverantwortung (2019) und Wissenschaft als Beruf (2020). Die oft gehörte Annahme lautet, Studierende würden im Kontakt mit Wissenschaft und Forschung die Fähigkeit zu Critical Thinking erlangen. Darüber hinaus wird kritisches Denken, bzw. Critical Thinking, als Facette von Demokratie- oder gar Führungsbefähigung angesehen. Entsprechend der Diskussion auf der Tagung behandelt unser Jahrbuch drei Fragen zur Rolle von Kritik: (1) Kritik als Critical Thinking: Was wissen wir über Möglichkeiten, Critical Thinking an Hochschulen zu vermitteln, und welche postiven Effekte sind von dieser Vermittlung zu erwarten? (2) Kritik als informierte Gesellschaftskritik: Sind gesellschaftsrelevante Kritik und die Ausbildung von Kritikfähigkeit eine Aufgabe der Hochschulen bzw. der Wissenschaft? (3) Kritik als Methode der Wissenschaftlichkeit: Welche Rolle spielt Kritik in der Wissenschaft selbst? Ist das wissenschaftliche Denken kritisch?
    Note: Enthält Literaturangaben
    Additional Edition: ISBN 9783961383535
    Language: German
    Subjects: General works
    RVK:
    AL 34000
    Keywords: Wissenschaft ; Gesellschaftskritik ; Hochschuldidaktik ; Kritisches Denken ; Konferenzschrift
    DOI: 10.18452/27267
    URN: urn:nbn:de:kobv:11-110-18452/27926-0
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    URL: Cover
    URL: Inhaltsverzeichnis
    Author information: Hölscher, Michael
    Author information: Kruse, Otto 1948-
    Author information: Cursio, Michael 1967-
    Author information: Mieg, Harald A. 1961-
    Author information: Zimmermann, Rainer E. 1951-
    Author information: Weinberger, Armin 1973-
    Author information: Jahn, Dirk
    Author information: Vettori, Oliver
    Author information: Zimmermann, Maria 1987-
    Author information: Havemann, Frank 1949-
    Author information: Lassnigg, Lorenz 1952-
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  • 9
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    Kritisches Denken beim Umgang mit Online-Informationen an der Hochschule (2023)
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    UID:
    gbv_1865940879
    Note: Literaturverzeichnis: Seite 127-135
    In: Kritisches Denken, Critical Thinking, Berlin : Wissenschaftlicher Verlag Berlin, 2023, (2023), Seite 107-135
    In: year:2023
    In: pages:107-135
    Language: German
    Author information: Zimmermann, Maria 1987-
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  • 10
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    "You are not alone" - Opportunities and challenges for university students' collaborative engagement when dealing with online information about COVID-19 / (2021)
    Berlin :Humboldt-Universität zu Berlin,
    Details
    UID:
    almahu_BV047474849
    Format: 1 Online-Ressource.
    Language: English
    DOI: 10.18452/23518
    URN: urn:nbn:de:kobv:11-110-18452/24169-7
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