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oapen-20.500.12657-496852021-06-26T00:59:31Z Chapter 16 The Role of Validation in Integrating Multiple Perspectives Richter, Tobias Münchow, Hannes Abendroth, Johanna The Role of Validation in Integrating Multiple Perspectives, Handbook of Learning from Multiple Representations and Perspectives, Tobias Richter, Hannes Münchow, Johanna Abendroth, validity, two-step model, beliefs, comprehension, integration, multiple texts, text comprehension, digital learning, knowledge creation, componential information, conflicting information bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology bic Book Industry Communication::J Society & social sciences::JN Education::JNV Educational equipment & technology, computer-aided learning (CAL) The internet is the primary source of information about a broad range of topics, which may range from consumer and medical decisions to political and socio-scientific issues. The relevant information is often available in the form of written texts that convey divergent perspectives, such as different opinions, competing theoretical assumptions, arguments and counterarguments, and evidence and counterevidence. What are the challenges and potential problems associated with comprehending texts that convey multiple perspectives? How can students be supported to make the most of this obviously complicated reading situation? This chapter attempts to answer these questions from a particular theoretical perspective that revolves around the notion that readers routinely validate text information against pertinent and accessible knowledge and beliefs. We will discuss how validation acts in concert with the two other major component processes of text comprehension, activation and integration. This discussion will be followed by an outline of the Two-step Model of Validation, a model that makes predictions about circumstances that enable or hinder readers to form a coherent and consistent mental representation out of multiple perspectives. 2021-06-25T10:33:05Z 2021-06-25T10:33:05Z 2020 chapter 9780367001162 9780367001179 https://library.oapen.org/handle/20.500.12657/49685 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9780429443961_oachapter16.pdf Taylor & Francis Handbook of Learning from Multiple Representations and Perspectives Routledge 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 57120bb6-b68e-471d-a141-51a95c46ee7d 9780367001162 9780367001179 Routledge 18 open access
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The internet is the primary source of information about a broad range of topics, which may range from consumer and medical decisions to political and socio-scientific issues. The relevant information is often available in the form of written texts that convey divergent perspectives, such as different opinions, competing theoretical assumptions, arguments and counterarguments, and evidence and counterevidence. What are the challenges and potential problems associated with comprehending texts that convey multiple perspectives? How can students be supported to make the most of this obviously complicated reading situation? This chapter attempts to answer these questions from a particular theoretical perspective that revolves around the notion that readers routinely validate text information against pertinent and accessible knowledge and beliefs. We will discuss how validation acts in concert with the two other major component processes of text comprehension, activation and integration. This discussion will be followed by an outline of the Two-step Model of Validation, a model that makes predictions about circumstances that enable or hinder readers to form a coherent and consistent mental representation out of multiple perspectives.
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