Justification beliefs and multiple-documents comprehension

摘要: Building on the multidimensional framework of epistemic cognition proposed by Greene et al. (Educational Psychologist 43:142–160, 2008), this study examined beliefs about justification knowledge claims in science among 65 Norwegian 10th graders. The first research question asked whether personal justification, authority, and multiple sources differed strength participants. It was found that students most strongly believed followed justification. second three types differentially uniquely predicted comprehension conflicting documents a issue. In regression analysis with multiple-documents indicated essay performance as dependent variable, both emerged unique predictors when topic controlled for. Specifically, opinion means justifying negatively related to comprehension, whereas through corroboration across information were positively comprehension. This provides new evidence relationships between literacy competencies needed an society, such integrating information; may also have practical implications.