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When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing

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Abstract

In this study, law students (n = 49) read multiple authentic documents presenting conflicting information on the topic of climate change and responded to verification tasks assessing their superficial as well as their deeper-level within- and across-documents comprehension. Hierarchical multiple regression analyses showed that even after variance associated with readers’ prior knowledge about the topic was accounted for, their epistemic beliefs related to the simplicity of knowledge and the justification for knowing about climate change uniquely predicted their comprehension performance. The findings are interpreted with reference to the strong emphasis on multiple-documents literacy in the law degree program.

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  1. Institute for Educational Research, University of Oslo, P.O. Box 1092, Blindern, 0317, Oslo, Norway

    Ivar Bråten & Helge I. Strømsø

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Correspondence to Ivar Bråten.

Appendix

Appendix

Items used in epistemic belief measures

Simplicity beliefs

Within climate research, facts are more important than theories. (R)

With respect to knowledge about climate, there are seldom connections among different issues. (R)

Within climate research, accurate knowledge about details is the most important. (R)

Knowledge about climate consists of main ideas rather than details.

Knowledge about climate consists of highly interrelated concepts rather than an accumulation of facts.

Within climate research, many things hang together.

Knowledge about climate is primarily characterized by a large amount of detailed information. (R)

Within climate research, there are connections among many topics.

Within climate research, knowledge is complex.

Justification beliefs

I only trust what I read about issues concerning climate if it is consistent with my own observations. (R)

With respect to issues concerning climate, that the viewpoints are good is more important to me than how one has arrived at them. (R)

When I read about climate problems, I trust the results of scientific investigations more than the viewpoints of ordinary people.

There is really no method I can use to decide whether claims in texts about issues concerning climate can be trusted. (R)

When I read about issues related to climate, I have most trust in claims that are based on scientific investigations.

To find out whether what I read about climate problems is trustworthy, I try to compare knowledge from multiple sources.

To be able to trust knowledge claims in texts about issues concerning climate, one has to check various knowledge sources.

When I read about issues concerning climate, I evaluate whether the content seems logical.

To check whether what I read about climate problems is reliable, I try to evaluate it in relation to other things I have learned about the topic.

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Bråten, I., Strømsø, H.I. When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instr Sci 38, 635–657 (2010). https://doi.org/10.1007/s11251-008-9091-4

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