Expert but Not Persuasive: Middle School Students' Consideration of Source in the Processing of Conflicting Videos (Expertas pero no persuasivas: la consideración de las fuentes por parte de los estudiantes de secundaria en el procesamiento de vídeos contradictorios)

Autor/inn/en	Lescarret, Colin; Magnier, Julien; Le Floch, Valérie; Sakdavong, Jean-Christophe; Boucheix, Jean-Michel; Tricot, André; Amadieu, Franck
Titel	Expert but Not Persuasive: Middle School Students' Consideration of Source in the Processing of Conflicting Videos (Expertas pero no persuasivas: la consideración de las fuentes por parte de los estudiantes de secundaria en el procesamiento de vídeos contradictorios)
Quelle	In: Journal for the Study of Education and Development, 46 (2023) 2, S.285-321 (37 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lescarret, Colin)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2022.2159616
Schlagwörter	Middle School Students; Grade 7; Video Technology; Information Processing; Conflict; Science and Society; Evaluative Thinking; Recall (Psychology); Credibility; Expertise; Information Sources; Reliability; Prior Learning; Beliefs; Foreign Countries; France + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Informationsverarbeitung; Konflikt; Abberufung; Glaubwürdigkeit; Expert appraisal; Information source; Informationsquelle; Reliabilität; Vorkenntnisse; Belief; Glaube; Ausland; Frankreich
Abstract	The purpose of this study was to better understand how middle school students consider the source of information when processing videos with conflicting information. To this end, we exposed a sample of seventh-graders to a series of videos in which two interviewees expressed divergent positions on a socioscientific issue ('Will organic farming be able to feed the entire world population by 2050?'). After viewing the videos, students were asked to recall the sources they had seen and indicate how far they had perceived the sources to be credible and convincing. Results showed that students paid close attention to the information given about the sources during viewing and rated their credibility accordingly. However, only a minority of students rated the expert sources as the most convincing after viewing the videos, while students' beliefs on the topic contributed to source evaluation. These results suggest that although middle school students may pay attention to the identity of sources when viewing a video, they are unlikely to use this information to assess the reliability of the message. [Spanish translation by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01