Lindsay Woodward
Biographic Data
| ID | 5071128 |
|---|---|
| NAME | Lindsay Woodward |
| GIVEN NAMES | Lindsay |
| FAMILY NAME | Woodward |
| SIGNATURE | WOODWARD L |
| AFFILIATIONS | Drake University; Des Moines Iowa USA |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Preparing students for the modern information landscape and navigating science–technology–society issues
The goals of science education must be sufficiently broad to support learners navigating changing scientific, social, and media landscapes. This position paper builds upon existing scholarship to articulate a set of constructs useful for navigating the modern information landscape including constructs with a long history in science education (e.g., science content knowledge, science practices, nature of science) as well as those still relatively …
How Students’ Beliefs About Knowledge Matter in Multiple‐Source Reading Online
The authors explored the ways in which students drew on their individual theories of knowledge and knowing, or personal epistemologies, to identify and learn from multiple informational sources found on the internet. Analysis of students’ think‐aloud reports (during reading) and their written questions (after reading) indicated that students’ personal epistemologies came into play as they were accessing, evaluating, and using diverse sources, whi…
Epistemic Processing When Adolescents Read Online
This study examines how the beliefs that adolescent readers hold about knowledge and knowing are activated during online reading. The research questions center on the pattern of these readers’ epistemic processes through which more or less productive learning occurs. High school students performed a critical online reading task on a controversial topic; 10 more successful readers and 10 less successful readers were then selected based on their to…
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task
Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring an…
What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Epistemic Processing When Adolescents Read Online
This study examines how the beliefs that adolescent readers hold about knowledge and knowing are activated during online reading. The research questions center on the pattern of these readers’ epistemic processes through which more or less productive learning occurs. High school students performed a critical online reading task on a controversial topic; 10 more successful readers and 10 less successful readers were then selected based on their to…
What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task
Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring an…
Preparing students for the modern information landscape and navigating science–technology–society issues
The goals of science education must be sufficiently broad to support learners navigating changing scientific, social, and media landscapes. This position paper builds upon existing scholarship to articulate a set of constructs useful for navigating the modern information landscape including constructs with a long history in science education (e.g., science content knowledge, science practices, nature of science) as well as those still relatively …
What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students’ Reading, Writing, and Communication in Digital Spaces
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task
Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring an…
Epistemic Processing When Adolescents Read Online
This study examines how the beliefs that adolescent readers hold about knowledge and knowing are activated during online reading. The research questions center on the pattern of these readers’ epistemic processes through which more or less productive learning occurs. High school students performed a critical online reading task on a controversial topic; 10 more successful readers and 10 less successful readers were then selected based on their to…
How Students’ Beliefs About Knowledge Matter in Multiple‐Source Reading Online
The authors explored the ways in which students drew on their individual theories of knowledge and knowing, or personal epistemologies, to identify and learn from multiple informational sources found on the internet. Analysis of students’ think‐aloud reports (during reading) and their written questions (after reading) indicated that students’ personal epistemologies came into play as they were accessing, evaluating, and using diverse sources, whi…
Preparing students for the modern information landscape and navigating science–technology–society issues
The goals of science education must be sufficiently broad to support learners navigating changing scientific, social, and media landscapes. This position paper builds upon existing scholarship to articulate a set of constructs useful for navigating the modern information landscape including constructs with a long history in science education (e.g., science content knowledge, science practices, nature of science) as well as those still relatively …
Mathematics education (5 works) · Psychology (5 works) · Computer Science (4 works) · Educational Strategies and Epistemologies (4 works) · Linguistics (4 works) · Pedagogy (4 works) · Education and Critical Thinking Development (3 works) · Innovative Teaching and Learning Methods (3 works) · Literacy (2 works) · Reading (process (2 works)