Expert but not persuasive: middle school students’ consideration of source in the processing of conflicting videos

• Colin Lescarret ^[1] ; Julien Magnier ^[1] ; Valérie Le Floch ^[1] ; Jean-Christophe Sakdavong ^[1] ; Jean-Michel Boucheix ^[2] ; André Tricot ^[3] ; Franck Amadieu ^[1]
  1. [1] Université de Toulouse

     Université de Toulouse

     Arrondissement de Toulouse, Francia

     
  2. [2] University of Burgundy

     University of Burgundy

     Arrondissement de Dijon, Francia

     
  3. [3] University of Montpellier

     University of Montpellier

     Arrondissement of Montpellier, Francia

     

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• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 46, Nº 2, 2023, págs. 285-321
• Idioma: inglés
• DOI: 10.1080/02103702.2022.2159616
• Títulos paralelos:
  • Expertas pero no persuasivas: la consideración de las fuentes por parte de los estudiantes de secundaria en el procesamiento de vídeos contradictorios
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• Resumen
  • español

    La finalidad de este estudio era conocer mejor cómo sopesan los estudiantes las fuentes de información cuando procesan vídeos con información contradictoria. Para ello, expusimos a una muestra de estudiantes de Grado 7 de secundaria a una serie de vídeos en los que dos entrevistadores expresaban posturas divergentes sobre un tema sociocientífico (‘¿Podrá la agricultura ecológica alimentar a toda la población mundial en el año 2050?’). Tras ver los vídeos, los estudiantes tenían que recordar las fuentes que habían intervenido en los vídeos e indicar en qué medida las consideraban creíbles y convincentes. Los resultados demuestran que los estudiantes prestaron gran atención a la información facilitada sobre las fuentes durante el visionado y valoraron su credibilidad en consecuencia. Sin embargo, solo una minoría de los estudiantes valoraron las fuentes expertas como las más convincentes tras el visionado, mientras que las creencias de los estudiantes sobre el tema contribuyeron a la evaluación de las fuentes. Estos resultados sugieren que, aunque los estudiantes de secundaria presten atención a la identidad de las fuentes durante el visionado de vídeos, es poco probable que utilicen esta información para valorar la fiabilidad del mensaje.

  • English

    The purpose of this study was to better understand how middle school students consider the source of information when proces-sing 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 informa-tion given about the sources during viewing and rated their cred-ibility 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 evalua-tion. 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.

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