An Investigation of Junior High School Students' Online Historical-Documents Reading Literacy

2014 IIAI 3rd International Conference on Advanced Applied Informatics Pub Date : 2014-12-01 DOI:10.1109/IIAI-AAI.2014.78

Yuqi Liao, Pi-Hsia Hung, Gwo-jen Hwang, Wen-Yi Chang

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Abstract

The purpose of this pilot study was to check the validity issues for an online historical-documents reading literacy assessment (OHDRLA) and an online historical reading attitude questionnaire (OHRAQ). Items of OHDRLA were developed based on PISA 2012 reading aspects and history contents. The former dimension includes the abilities to access and retrieve, integrate and interpret, and reflect and evaluate while the latter one covers two historical reading themes. The sample was drawn from 7th and 8th graders in 4 classes of 2 junior high schools in Taiwan and the total number is 112. The preliminary results revealed that the psychometric quality of OHDRLA and OHRAQ is acceptable and the female students performed better than male students while the difference between grades wasn't statistically significant. The analysis results of correlation pattern not only demonstrated a reasonable validity but also implied the lack of multi-perspective historical thinking teaching in school history classes. In other words, online historical-document reading literacy is reasonably independent from traditional school subjects and the instruction of this innovative construct is urgently needed.

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初中生网络历史文献阅读素养调查

本初步研究的目的是检验在线历史文献阅读素养评估(OHDRLA)和在线历史阅读态度问卷(OHRAQ)的效度问题。OHDRLA的项目是基于PISA 2012的阅读方面和历史内容开发的。前一个维度包括获取和检索能力、整合和解释能力、反思和评价能力，后一个维度涵盖两个历史阅读主题。本研究样本为台湾地区2所初中4个班的7、8年级学生，共112人。初步结果显示，OHDRLA和OHRAQ的心理测量质量尚可，女生表现优于男生，年级间差异无统计学意义。相关模式的分析结果既证明了其合理的有效性，也暗示了学校历史课中多元历史思维教学的缺失。换句话说，网络历史文献阅读素养合理地独立于传统学校学科之外，迫切需要这种创新建构的指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2014 IIAI 3rd International Conference on Advanced Applied Informatics

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