Evaluating media-enhancement and source authority on the internet: the Knowledge Integration Environment

Access to the internet increases variability in media and source authority for students who generally rely on teachers and textbooks. Some internet sources are more credible than others (e.g., a New York Times article on the web vs. a private citizen's homepage). Some sources are impressively produced with graphics and media-enhancements, while others are unadorned text. We explore the question of how source authority and media-enhancement impact students' interpretation of evidence as they conduct a Knowledge Integration Environment project as part of integrated science instruction in a culturally diverse high school.

[1]  R. W. Rogers,et al.  Effects of source expertness, physical attractiveness, and supporting arguments on persuasion: A case of brains over beauty. , 1980 .

[2]  M. Zanna,et al.  Attitudes and Attitude Change , 1993 .

[3]  Philip Bell,et al.  The knowledge integration environment: theory and design , 1995, CSCL.

[4]  Amy Lewontin.  Mosaic in the classroom , 1995 .

[5]  Marcia C. Linn,et al.  Designing the Knowledge Integration Environment , 2000 .

[6]  Ronald E. Anderson.  Inequities in Opportunities for Computer Literacy. , 1984 .

[7]  Joohn C. Reinard.  The Empirical Study of the Persuasive Effects of Evidence The Status After Fifty Years of Research , 1988 .

[8]  Bruce Rocheleau.  Computer use by School-Age Children: Trends, Patterns, and Predictors , 1995 .

[9]  M. V. Moore,et al.  The Educational Effectiveness of Graphic Displays for Computer Assisted Instruction. Final Report. , 1978 .

[10]  H. Kelley,et al.  Communication and Persuasion: Psychological Studies of Opinion Change , 1982 .

[11]  R. Ratcliff,et al.  A critical evaluation of the semantic-episodic distinction. , 1986, Journal of experimental psychology. Learning, memory, and cognition.

[12]  W. Winn.  7 The Design and Use of Instructional Graphics , 1989 .

[13]  W. Howard Levie,et al.  Effects of text illustrations: A review of research , 1982 .

[14]  R. Kozma.  Learning with Media , 1991 .

[15]  Brian Butler,et al.  Using WWW/Mosaic to Support Classroom-Based Education: An Experience Report. , 1995 .

[16]  D. Kuhn.  Science as argument : Implications for teaching and learning scientific thinking , 1993 .

[17]  Doug Johnson.  Captured by the Web: K-12 Schools and the World-Wide Web. , 1995 .

[18]  Richard Staelin,et al.  The Information Processing of Pictures in Print Advertisements , 1983 .

[19]  Marcia C. Linn,et al.  Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework , 1995 .

[20]  K. Stukát.  Suggestibility : a factorial and experimental analysis , 1958 .

[21]  Marcia K. Johnson,et al.  Source monitoring. , 1993, Psychological bulletin.

[22]  Patricia Schank,et al.  Protocol modeling, textual analysis, the bifurcation/bootstrapping method, andConvince Me: Computer-based techniques for studying beliefs and their revision , 1995 .

[23]  D. Cheek,et al.  Gender and equity issues in computer-based science assessment , 1995 .

[24]  L. Hasher,et al.  Automatic and effortful processes in memory. , 1979 .

[25]  W. D. Rohwer,et al.  Media Effects on Prose Learning in Two Populations of Children. , 1975 .

[26]  Alice H. Eagly,et al.  Heuristic and systematic information processing within and beyond the persuasion context. , 1989 .

[27]  M. Humphreys,et al.  Different Ways to Cue a Coherent Memory System: A Theory for Episodic, Semantic, and Procedural Tasks. , 1989 .

[28]  A. Lesgold,et al.  Software support for students engaging in scientific activity and scientific controversy , 1994 .

[29]  E. Tulving.  What kind of a hypothesis is the distinction between episodic and semantic memory , 1986 .

[30]  S. Peng.  Understanding Racial-Ethnic Differences in Secondary School Science and Mathematics Achievement. Research and Development Report. , 1995 .

[31]  Philip Bell,et al.  Using the Internet to Enhance Student Understanding of Science: The Knowledge Integration Environment , 1998, Interact. Learn. Environ..

[32]  L. Jacoby,et al.  On the relationship between autobiographical memory and perceptual learning. , 1981, Journal of experimental psychology. General.

[33]  N. Pennington,et al.  Inside the Jury. , 1985 .

[34]  Duane T. Wegener,et al.  Attitudes and attitude change. , 1997, Annual review of psychology.

[35]  Brian K. Smith,et al.  Supporting collaborative guided inquiry in a learning environment for biology , 1995, CSCL.

[36]  Floraline I. Stevens,et al.  Opportunity To Learn: Issues of Equity for Poor and Minority Students. , 1993 .

[37]  Rosemary E. Sutton.  Equity and Computers in the Schools: A Decade of Research , 1991 .