Primary school students faced with discrepant information: an exploratory study
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An exploratory study was carried out with primary school students between 9 and 10 years of age with the aim of measuring whether students can integrate information from multiple documents that include discrepancies and refer to the sources in a post-reading essay. Students read six short texts with discrepancies and wrote a short essay to explore the type of the ideas written (literal, inferential, wrong), the use of in-favor and against arguments, and the number of references to the sources read (i.e., sourcing skill). In general, students seldom use source information and tend to recall more literal ideas. Older students included more inferences and against arguments. These findings suggest that integrating information from multiple discrepant documents is a complex skill learners struggle with. Specific assessment needs to be developed to evaluate this ability.
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