The Research Of Internet-based Problem-solving And Processing Web-source Information:Factors And Effects Of A Short-term Instructional Intervention

With the development and popularization of the Internet. Online information searching on the web is widely used in the problem-solving and educational context for carrying out school assignments. Yet, the openness of Internet has posed new questions,some of which pertain to problematic issues regarding the evaluation of the quality of the accessed information and sources.Students today always use the Internet for problem solving.However, this does not mean that they have the declarative and procedural knowledge to access,and evaluate sources when seeking information on an unfamiliar topic.In previous studies, researchers examined the factors influence Internet-based problem-solving information search and process behavior,such as web experience,domain knowledge experience and cognitive style and other factors influence-We are particularly interested in one of these activities-the processing of information-in which the relevance and usefulness of the information is judged, as is the quality in terms of truth and veracity.The current research explored two basic questions about the effect factors of the processing and how to guide the students to evaluate the reliability of online information. To achieve this goal, this study was composed of following three specific researches:Research one, the Chinese revision of Internet-specific epistemological questionnaire.In order to examine the questionnaire’s reliability and validity of 200 university students participated in this study. The results showed that the Chinese revision of Internet-specific epistemological questionnaire factor analyses suggested a three-factor solution,with the certainty and source of knowledgejustification for knowledge and structure of knowledge.This offers effective measuring tools for the study of epistemic beliefs of Chinese university students.Research two, undergraduates’ evaluation and use of multiple Internet sources during a open-ended question were examined. Epistemic beliefs were assessed with the Internet-specific epistemological questionnaire, meta-cognitive ability were assessed with the questionnaire of meta-cognitive ability and processing of source information was measured through eye tracking. Results from correlation analysis indicated that believing that Internet-based knowledge claims do not need to be checked against other sources,reason,and prior knowledge were related to decreased attention to the type of sources and the URls of the search results,as well as a bad problem solving performance. In conclusion,the findings suggested that Internet-specific justification of knowledge primarily paly a role in source evaluation. Meta-cognitive regulating were related to the attention to the type of sources and the URLs of the search results,and the problem solving performance.Research three based on research two,examines the effectiveness of a short-term instructional intervention in the process information. The aim was to provide students with high score of justification for knowing on what to consider when evaluating the authoritativeness of web sources,and the accuracy of their information, and 84 university students participated in this study. Findings reveal that students in the instruction condition outperformed the others in web-based problem-solving performance, but these students did not show more appropriate navigation behavior and greater source evaluation.