Ivar Bråten
Dados Biográficos
| ID | 1606255 |
|---|---|
| NOME | Ivar Bråten |
| PRENOMES | Ivar |
| SOBRENOME | Bråten |
| ASSINATURA | BRÅTEN I |
| AFILIAÇÕES | University of Oslo |
| ORCID | 0000-0002-9242-9087 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAÇÕES | 120 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 8 |
Mind Over Model? Students' Evaluation and Use of ChatGPT ‐Generated Versus Human‐Generated Texts
This experimental study investigated how high‐school students judged the credibility of ChatGPT‐generated versus human‐generated texts on two different topics, as well as how they justified their text credibility judgments and used the texts in a post‐reading integrative writing task. Results showed that, across both topics, students judged the texts to be less credible when they were presented as generated by ChatGPT than when they were presente…
“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding
Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to read and respond to social media messages during …
Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue
In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-base…
Learning From Multiple Representations
This study addressed an issue relevant to information and research literacy: how students cope with the challenges of reading a one‐sided informational text that is combined with ambiguous graphical information. The topic discussed in the text was the impact of digitalization on students' reading comprehension, and 120 university students were randomly assigned to reading a version of the text arguing that digitalization has had a positive impact…
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
Background A common approach to assessing students' integrated understanding of multiple documents is to analyse their post‐reading written reports. This study investigated to what extent writing self‐efficacy directly and indirectly (via integrative processing) contributed to multiple‐document comprehension as assessed with an integrative writing task. Methods A sample of Norwegian university students ( n = 67) read four documents on a controver…
Differences in epistemic justification profiles during conflicting socio-scientific information processing
Examining the structure of credibility evaluation when sixth graders read online texts
Sixth graders’ selection and integration when writing from multiple online texts
This study examined students’ ability to select relevant ideas from multiple online texts and integrate those ideas in their written products. Students ( N = 162) used a web-based platform to complete an online inquiry task in which they read three texts presenting different perspectives on computer gaming and wrote an article for a school magazine on the issue based on these texts. Students selected two snippets from each text during reading and…
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from differ…
Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy
The beliefs teachers hold may provide information about their more or less evidence-informed reasoning about educational issues. However, gaining a clear picture of teachers’ beliefs has proven difficult. A promising line of inquiry uses scenario-based approaches to assess teachers’ enacted beliefs. Accordingly, we assessed 75 Norwegian pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher efficacy by ana…
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information
Effects of reading medium on the processing, comprehension, and calibration of adolescent readers
Do medium and Context Matter when learning from multiple complementary Digital texts and videos
Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students’ engagement, integrated understanding, and calibration. The two mediums pre…
Strategic Text Processing Across Mediums
Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text processing and text comprehension. Strategic text processing was measured by means of verbal protocol analysis, and text comprehension was measured by means of postreading written products. Results were inconsistent with the shallow…
Contextual factors that affect adolescents' detection of and memory for conflicts across multiple texts
Background School‐aged children are increasingly engaging with multiple conflicting texts to understand complex societal issues; however, empirical research has not yet examined in what ways contextual factors affect detection of and memory for conflicts. Methods The current experiment manipulated contextual factors that included the vocabulary terms that authors of different texts used when describing the same concepts and the order with which s…
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
In a sample of 455 Taiwanese upper‐secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated that participants displayed adaptive beliefs in the tentative and evolving nature of scientific kno…
Performance and acceptance when using tablets as a multiple document learning tool
This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the contro…
Investigating elementary school students’ text-based argumentation with multiple online information resources
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
Students’ Trust in Research-Based Results About Potential Health Risks Presented in Popular Media
Socioscientific issues receive considerable public attention and there are concerns that people in general are not able or willing to deal with information at odds with what they believe to be true. In this study, we focused on students’ beliefs about two controversial issues: whether consumption of the artificial sweetener aspartame and use of cell phones, respectively, represent any serious health risks. Our aim was to investigate whether stude…
Handbook of Epistemic Cognition
Beliefs about sources of knowledge predict motivation for learning in teacher education
Multiple-documents literacy
Trust Matters
Students obtain information from a variety of sources that vary with respect to their trustworthiness. And, while the trustworthiness of a source ought to influence the weight and position that the information in a document plays in students' overall comprehension of a topic, there is little empirical evidence of this relationship. In this study, the authors examine whether source evaluation is related to single or cross‐document comprehension. P…
The cognitive and linguistic foundations of early reading development
The authors present the results of a 2-year longitudinal study of 228 Norwegian children beginning some 12 months before formal reading instruction began. The relationships between a range of cognitive and linguistic skills (letter knowledge, phoneme manipulation, visual-verbal paired-associate learning, rapid automatized naming (RAN), short-term memory, and verbal and nonverbal ability) were investigated and related to later measures of word rec…
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
Students working with multiple conflicting documents on a scientific issue
BackgroundThere is burgeoning research within educational psychology on both epistemic cognition and multiple-documents literacy, as well as on relationships between the two constructs.AimTo examine relationships between epistemic cognition concerning the justification of knowledge claims and sourcing and argumentation skills.SampleParticipants were 51 Norwegian undergraduates.MethodThree dimensions of justification were identified in think-aloud…
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change
In present-day knowledge societies, readers cannot understand complex issues without constructing meaning across multiple information sources. To what extent they are able to do so may depend on both characteristics of reading tasks and characteristics of readers themselves. In this study, 184 undergraduates read multiple texts about the complex issue of climate change in 3 task conditions: argument, summary, and global understanding. Results sho…
Examining the validity of self-reports on scales measuring students' strategic processing
Background. Self-report inventories trying to measure strategic processing at a global level have been much used in both basic and applied research. However, the validity of global strategy scores is open to question because such inventories assess strategy perceptions outside the context of specific task performance.Aims. The primary aim was to examine the criterion-related and construct validity of the global strategy data obtained with the Cro…
Beliefs about sources of knowledge predict motivation for learning in teacher education
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students
Background. More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligen…
Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students
Norwegian law students' use of multiple sources while reading expository texts
S Seven Norwegian law students read self‐selected study texts at three different points of time. Think‐aloud protocols were generated during reading and later analyzed to locate the sources referred to when students made links reaching beyond what they read at the moment. The proportion of links to sources located within the selected text decreased and the proportion of links to sources located outside the task context increased over time, with o…
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from differ…
Strategic Text Processing Across Mediums
Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text processing and text comprehension. Strategic text processing was measured by means of verbal protocol analysis, and text comprehension was measured by means of postreading written products. Results were inconsistent with the shallow…
Memory for Scientific Arguments and Their Sources
We investigated whether memory for scientific arguments and their sources were affected by the appropriateness of the claim–evidence relationship. Undergraduates read health articles in one of four conditions derived by crossing claim type (causal with definite qualifier, associative with tentative qualifier) and evidence type (experimental, correlational). This manipulation produced articles that overstated the results of a study and articles th…
Personal epistemology across cultures
Norwegian law students' use of multiple sources while reading expository texts
S Seven Norwegian law students read self‐selected study texts at three different points of time. Think‐aloud protocols were generated during reading and later analyzed to locate the sources referred to when students made links reaching beyond what they read at the moment. The proportion of links to sources located within the selected text decreased and the proportion of links to sources located outside the task context increased over time, with o…
The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students
Background. More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligen…
Examining the validity of self-reports on scales measuring students' strategic processing
Background. Self-report inventories trying to measure strategic processing at a global level have been much used in both basic and applied research. However, the validity of global strategy scores is open to question because such inventories assess strategy perceptions outside the context of specific task performance.Aims. The primary aim was to examine the criterion-related and construct validity of the global strategy data obtained with the Cro…
Personal epistemology across cultures
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change
In present-day knowledge societies, readers cannot understand complex issues without constructing meaning across multiple information sources. To what extent they are able to do so may depend on both characteristics of reading tasks and characteristics of readers themselves. In this study, 184 undergraduates read multiple texts about the complex issue of climate change in 3 task conditions: argument, summary, and global understanding. Results sho…
Trust Matters
Students obtain information from a variety of sources that vary with respect to their trustworthiness. And, while the trustworthiness of a source ought to influence the weight and position that the information in a document plays in students' overall comprehension of a topic, there is little empirical evidence of this relationship. In this study, the authors examine whether source evaluation is related to single or cross‐document comprehension. P…
The cognitive and linguistic foundations of early reading development
The authors present the results of a 2-year longitudinal study of 228 Norwegian children beginning some 12 months before formal reading instruction began. The relationships between a range of cognitive and linguistic skills (letter knowledge, phoneme manipulation, visual-verbal paired-associate learning, rapid automatized naming (RAN), short-term memory, and verbal and nonverbal ability) were investigated and related to later measures of word rec…
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts
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 inco…
Multiple-documents literacy
Memory for Scientific Arguments and Their Sources
We investigated whether memory for scientific arguments and their sources were affected by the appropriateness of the claim–evidence relationship. Undergraduates read health articles in one of four conditions derived by crossing claim type (causal with definite qualifier, associative with tentative qualifier) and evidence type (experimental, correlational). This manipulation produced articles that overstated the results of a study and articles th…
Students working with multiple conflicting documents on a scientific issue
BackgroundThere is burgeoning research within educational psychology on both epistemic cognition and multiple-documents literacy, as well as on relationships between the two constructs.AimTo examine relationships between epistemic cognition concerning the justification of knowledge claims and sourcing and argumentation skills.SampleParticipants were 51 Norwegian undergraduates.MethodThree dimensions of justification were identified in think-aloud…
Beliefs about sources of knowledge predict motivation for learning in teacher education
Handbook of Epistemic Cognition
Students’ Trust in Research-Based Results About Potential Health Risks Presented in Popular Media
Socioscientific issues receive considerable public attention and there are concerns that people in general are not able or willing to deal with information at odds with what they believe to be true. In this study, we focused on students’ beliefs about two controversial issues: whether consumption of the artificial sweetener aspartame and use of cell phones, respectively, represent any serious health risks. Our aim was to investigate whether stude…
Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students
Task‐Oriented Learning With Multiple Documents
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students’ ( n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source credibility or content relevance, whereas those in a control group just received a general task instru…
Teaching Sourcing in Upper Secondary School
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was impl…
Investigating elementary school students’ text-based argumentation with multiple online information resources
Contextual factors that affect adolescents' detection of and memory for conflicts across multiple texts
Background School‐aged children are increasingly engaging with multiple conflicting texts to understand complex societal issues; however, empirical research has not yet examined in what ways contextual factors affect detection of and memory for conflicts. Methods The current experiment manipulated contextual factors that included the vocabulary terms that authors of different texts used when describing the same concepts and the order with which s…
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
In a sample of 455 Taiwanese upper‐secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated that participants displayed adaptive beliefs in the tentative and evolving nature of scientific kno…
Performance and acceptance when using tablets as a multiple document learning tool
This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the contro…
Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy
The beliefs teachers hold may provide information about their more or less evidence-informed reasoning about educational issues. However, gaining a clear picture of teachers’ beliefs has proven difficult. A promising line of inquiry uses scenario-based approaches to assess teachers’ enacted beliefs. Accordingly, we assessed 75 Norwegian pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher efficacy by ana…
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information
Effects of reading medium on the processing, comprehension, and calibration of adolescent readers
Do medium and Context Matter when learning from multiple complementary Digital texts and videos
Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students’ engagement, integrated understanding, and calibration. The two mediums pre…
Educational Strategies and Epistemologies (32 obras) · Psychology (32 obras) · Computer Science (19 obras) · Linguistics (17 obras) · Innovative Teaching and Learning Methods (16 obras) · Mathematics education (14 obras) · Education and Critical Thinking Development (13 obras) · Cognitive psychology (10 obras) · Norwegian (10 obras) · Reading (process) (10 obras)