Reference : Fostering Reflective Thinking About Information In 5th Graders With Blogs: How Helpfu...
Scientific congresses, symposiums and conference proceedings : Paper published in a journal
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/25664
Fostering Reflective Thinking About Information In 5th Graders With Blogs: How Helpful Are Learning Supports?
English
Thoss, Jennifer mailto []
Reuter, Bob mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Mar-2016
EAPRIL Conference Proceedings
EAPRIL
2
EAPRIL Conference Proceedings 2015
246-257
No
No
International
2406-4653
Leuven
Belgium
EAPRIL Conference 2015: Educating the generation of tomorrow
24-27 November 2015
EAPRIL & University of Luxembourg
Belval
Luxembourg
[en] Reflective thinking ; Blogging ; Learning supports
[en] This study is about fostering media and information literacy and, more precisely, reflective thinking about information in 5th graders. A learning scenario integrating weblogs into a class by providing learning tasks, learning supports and learning resources was elaborated and tested. The class was divided into a test group and a control group, which did not receive learning supports. Over five weeks the pupils ́ degree of reflection was measured by analysing their blog entries by means of pre- defined evaluation criteria. We also observed them while blogging and recorded our impressions. The results showed that, against our expectation, the pupils of the test group were less reflexive in their entries than the ones of the control group. However, we observed that the test group pupils verbally expressed many reflections, which they did not write down. This suggests that our learning scenario comprised of learning tasks, resources and supports promoted reflective thinking about information of all the pupils even if this is not recognisable in their entries.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/25664
https://eaprilconference.org/proceedings-2015/

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