Citations (20)
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Caroline Leroy & Yvonne Kammerer. (2023) Reading multiple documents on a health-related issue: the roles of a text-highlighting tool and re-reading behaviour in integrated understanding. Behaviour & Information Technology 42:14, pages 2331-2352.
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Silvia Wen-Yu Lee, Jyh-Chong Liang, Chung-Yuan Hsu & Meng-Jung Tsai. (2023) Students’ beliefs about computer programming predict their computational thinking and computer programming self-efficacy. Interactive Learning Environments 0:0, pages 1-21.
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Caroline Leroy, Peter Gerjets, Uwe Oestermeier & Yvonne Kammerer. (2023) Investigating the Roles of Document Presentation and Reading Interactions on Different Aspects of Multiple Document Comprehension. International Journal of Human–Computer Interaction 39:6, pages 1327-1340.
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Caroline Leroy, Peter Gerjets, Uwe Oestermeier & Yvonne Kammerer. (2021) Simultaneous Presentation of Multiple Documents and Text-Highlighting: Online Integrative Processes and Offline Integrated Understanding. Scientific Studies of Reading 25:2, pages 179-192.
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Leila E. Ferguson. (2015) Epistemic Beliefs and Their Relation to Multiple-Text Comprehension: A Norwegian Program of Research. Scandinavian Journal of Educational Research 59:6, pages 731-752.
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Articles from other publishers (14)
Jordan D. Bader, Kelsey A. Ahearn, Beverly A. Allen, Diya M. Anand, Andrew D. Coppens & Melissa L. Aikens. (2023) The decision is in the details: Justifying decisions about socioscientific issues. Journal of Research in Science Teaching.
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Hongcui Du & Alexandra List. (2020) Evidence Use in Argument Writing Based on Multiple Texts. Reading Research Quarterly 56:4, pages 715-735.
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Alexandra List. (2020) Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach. Reading Research Quarterly 56:4, pages 781-817.
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Silvia Wen‐Yu Lee, Hui Luan, Min‐Hsien Lee, Hsin‐Yi Chang, Jyh‐Chong Liang, Yuan‐Hsuan Lee, Tzung‐Jin Lin, An‐Hsuan Wu, Ying‐Ju Chiu & Chin‐Chung Tsai. (2021) Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education 105:5, pages 880-907.
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Mohammad N. Karimi & Tobias Richter. (2021) Biased representations of controversial information: Certainty and justification beliefs as moderators. Contemporary Educational Psychology 66, pages 101995.
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Yvonne Kammerer, Steffen Gottschling & Ivar Bråten. (2020) The Role of Internet-Specific Justification Beliefs in Source Evaluation and Corroboration During Web Search on an Unsettled Socio-Scientific Issue. Journal of Educational Computing Research 59:2, pages 342-378.
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Stephanie Pieschl & Deborah Sivyer. (2021) Secondary students’ epistemic thinking and year as predictors of critical source evaluation of Internet blogs. Computers & Education 160, pages 104038.
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Ching-Yeh Wang, Meng-Jung Tsai & Chin-Chung Tsai. (2020) Predicting cognitive structures and information processing modes by eye-tracking when reading controversial reports about socio-scientific issues. Computers in Human Behavior 112, pages 106471.
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Hsin-Yi Chang, Jyh-Chong Liang & Chin-Chung Tsai. (2020) Students’ Context-Specific Epistemic Justifications, Prior Knowledge, Engagement, and Socioscientific Reasoning in a Mobile Augmented Reality Learning Environment. Journal of Science Education and Technology 29:3, pages 399-408.
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Soraya Fallah, Bronte Reynolds & Wendy Murawski. 2020. Learning Challenges for Culturally and Linguistically Diverse (CLD) Students With Disabilities. Learning Challenges for Culturally and Linguistically Diverse (CLD) Students With Disabilities
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Ivar Bråten, Christian Brandmo & Yvonne Kammerer. (2018) A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers. Journal of Educational Computing Research 57:4, pages 877-900.
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Liron Primor & Tami Katzir. (2018) Measuring Multiple Text Integration: A Review. Frontiers in Psychology 9.
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Christian Brandmo & Ivar Bråten. (2018) Investigating relations between beliefs about justification for knowing, interest, and knowledge across two socio-scientific topics. Learning and Individual Differences 62, pages 89-97.
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Ivar Bråten & Leila E. Ferguson. (2014) Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement. Learning and Individual Differences 36, pages 124-130.
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