Helge Ivar Strømsø

Professor
Image of Helge Ivar Strømsø
Norwegian version of this page
Email h.i.stromso@iped.uio.no
Phone +47-22858188
Room 532
Available hours By appointment
Username
Visiting address Sem Sælands vei 7 0317 Oslo
Postal address P.O.Box 1092 Blindern 0317 OSLO

Education

  • Ph.D. in Educational Psychology, University of Oslo, 2001
  • M.A. in Education, University of Oslo, 1993
  • B.A. in Social Science, University of Oslo, 1990

Academic positions

  • Deputy Dean for Research, Faculty of Educational Sciences, University of Oslo, 2017-2020
  • Deputy Head and Head of Research, Department of Education, University of Oslo, 2015-2016
  • Professor of Higher Education, Department of Education, University of Oslo, 2006-present
  • Associate Professor, Department of Education, University of Oslo, 2003-2006
  • Post Doc., Department of Education, University of Oslo, 2002-2003
  • Researcher, Department of Education, University of Oslo, 2001-2002
  • Research Fellow, Department of Education, University of Oslo, 1997-2001
     
  • Visiting Scholar, Laboratoire Langage, Mémoire, et Développement Cognitif, Université de Poitiers, France, Spring 2010.
  • Visiting Scholar, Department of Psychology, College of Liberal Arts and Sciences, Northern Illinois University, USA, Fall 2007, Fall 2008, Fall 2010, Fall 2011, and Fall 2012.
  • Visiting Scholar, Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, Spain, Spring 2006, Spring 2007, Spring 2008, and Spring 2011.
  • Visiting Scholar, School of Educational Psychology and Pedagogy, Victoria University of Wellington, New Zealand, Fall 2013.

Administrative positions and project affiliation

  • Deputy Dean for Research, Faculty of Educational Sciences, University of Oslo, 2017-2020
  • Deputy Head and Head of Research, Department of Education, University of Oslo, 2015-2016
  • Director of national network for higher education, 2012-2013
  • Vice director of national network for higher education, 2011-2012
  • Coordinator of group for faculty development, University of Oslo, 2004-2005, 2009-2010
  • Project, Critical Reading and Learning in the 21st Century, 2013-present (Norwegian Research Council).
  • Head of project, Multiple-Documents Literacy: Understanding, Assessing, and Improving Students’ Learning from Conflicting Information Sources, 2009-2013 (Norwegian Research Council) (co-directed with Ivar Bråten).
  • Learning in a Knowledge Society: Constructing Meaning from Multiple Information Sources, 2006-2008 (Norwegian Research Council).
  • Head of Project, Epistemological Beliefs and the Reading of Multiple Texts, 2002-2005 (co-directed with Ivar Bråten).
  • Self-Regulated Learning and Text Comprehension (SRLTC), 2000-2005.
  • PBL goes ICT: Problem-based learning in face-to-face and distributed groups in medical education (Hewlet Packard, Palo Alto, California)
  • Member of Research Group on Text Comprehension—Development, Instruction, and Multiple Texts (TextDIM), 2007-present.

Editorial Review Boards

  • Contemporary Educational Psychology
  • Metacognition and Learning
  • Educational Psychology Review
  • Uniped
Tags: Education, Comprehending and learning from text

Publications

  • Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemporary Educational Psychology. ISSN 0361-476X. 77. doi: 10.1016/j.cedpsych.2024.102271. Full text in Research Archive
  • Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology. ISSN 1664-1078. 14, p. 1–12. doi: 10.3389/fpsyg.2023.1212567. Full text in Research Archive
  • Strømsø, Helge Ivar (2023). Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension? Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-023-10468-6. Full text in Research Archive
  • Kiili, Carita Päivi Susanna; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge Ivar & Hagerman, Michelle Schira (2023). Examining the structure of credibility evaluation when sixth graders read online texts. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. doi: 10.1111/jcal.12779. Full text in Research Archive
  • Strømsø, Helge Ivar & Bråten, Ivar (2022). Multiple Documents Literacy: Theory, Research, and Application. In Faircloth, Susan C. (Eds.), Oxford Bibliographies in Education. Oxford University Press. ISSN 9780199756810. doi: 10.1093/OBO/9780199756810-0092.
  • Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Epistemic Justification in Multiple Document Literacy: A Refutation Text Intervention. Contemporary Educational Psychology. ISSN 0361-476X. 71, p. 1–19. doi: 10.1016/j.cedpsych.2022.102122. Full text in Research Archive
  • Fostervold, Knut Inge; Ludvigsen, Sten Runar & Strømsø, Helge Ivar (2022). Students’ time management and procrastination in the wake of the pandemic. Educational Psychology. ISSN 0144-3410. doi: 10.1080/01443410.2022.2102582. Full text in Research Archive
  • Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle Schira; Räikkönen, Eija & Jyrkiäinen, Anne (2022). Adolescents’ credibility justifications when evaluating online texts. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-022-10907-x. Full text in Research Archive
  • Bråten, Ivar & Strømsø, Helge Ivar (2020). On the Roles of Dispositions and Beliefs in Learning from Multiple Perspectives. . In Van Meter, Peggy; List, Alexandra; Lombardi, Doug & Kendeou, Panayiota (Ed.), Handbook of Learning from Multiple Representations and Perspectives. Routledge. ISSN 978-0-367-00117-9. p. 141–163.
  • Strømsø, Helge Ivar; Bråten, Ivar & Brante, Eva Wennås (2020). Profiles of warm engagement and cold evaluation in multiple-document comprehension. . Reading and writing. ISSN 0922-4777. 33, p. 2337–2359. doi: 10.1007/s11145-020-10041-5. Full text in Research Archive
  • Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2019). Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow-Up Data. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.253. Full text in Research Archive
  • Stenseth, Tonje & Strømsø, Helge Ivar (2018). To read or not to read: A qualitative study of students' justifications for document selection in task-oriented reading. Scandinavian Journal of Educational Research. ISSN 0031-3831. 63, p. 771–788. doi: 10.1080/00313831.2018.1434828.
  • Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). What really matters: The role of behavioural engagement in multiple document literacy tasks. Journal of Research in Reading. ISSN 0141-0423. 41(4), p. 680–699. doi: 10.1111/1467-9817.12247. Full text in Research Archive
  • Jensen, Karen & Strømsø, Helge Ivar (2018). Problem-based learning: the emergence of new scripts and roles for teachers to render epistemic practices transparent . Vocations and Learning. ISSN 1874-785X. 12, p. 342–360. doi: 10.1007/s12186-018-09215-8. Full text in Research Archive
  • Bråten, Ivar; McCrudden, Matthew T.; Stang Lund, Elisabeth; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Task- Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use. Reading Research Quarterly. ISSN 0034-0553. 53(3), p. 345–365. doi: 10.1002/rrq.197.
  • Salmerón, Ladislao; Strømsø, Helge Ivar; Kammerer, Yvonne; Stadtler, Marc & van den Broek, Paul (2018). Comprehension processes in digital reading. In Barzillai, Mirit; Thompson, Jenny; Schroeder, Sascha & van den Broek, Paul (Ed.), Learning to read in a digital world. John Benjamins Publishing Company. ISSN 9789027201225. p. 91–120. doi: 10.1075/swll.17.04sal.
  • Barzilai, Sarit & Strømsø, Helge Ivar (2018). Individual differences in multiple document comprehension. In Braasch, Jason L.G.; Bråten, Ivar & McCrudden, Matthew T. (Ed.), Handbook of multiple source use. Routledge. ISSN 9781315627496. p. 99–116. doi: 10.4324/9781315627496-6.
  • Stang Lund, Elisabeth; Bråten, Ivar; Brandmo, Christian; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and writing. ISSN 0922-4777. 32(2), p. 335–356. doi: 10.1007/s11145-018-9868-z.
  • Strømsø, Helge Ivar & Bråten, Ivar (2017). Students’ Trust in Research-Based Results About Potential Health Risks Presented in Popular Media. Bulletin of Science, Technology & Society. ISSN 0270-4676. 37(1), p. 3–14. doi: 10.1177/0270467617740495. Full text in Research Archive
  • Stang Lund, Elisabeth; Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2017). Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts. Reading Psychology. ISSN 0270-2711. 38(4), p. 417–437. doi: 10.1080/02702711.2016.1278417. Full text in Research Archive
  • Brante, Eva Wennås & Strømsø, Helge Ivar (2017). Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills. Educational Psychology Review. ISSN 1040-726X. 30, p. 773–779. doi: 10.1007/s10648-017-9421-7. Full text in Research Archive
  • Strømsø, Helge Ivar (2017). Multiple models of multiple-text comprehension: A commentary. Educational Psychologist. ISSN 0046-1520. 52(3), p. 216–224. doi: 10.1080/00461520.2017.1320557. Full text in Research Archive
  • Strømsø, Helge Ivar; Bråten, Ivar & Stenseth, Tonje (2017). The role of students' prior beliefs in recall and evaluation of information from texts on socio-scientific issues. Nordic Psychology. ISSN 1901-2276. 69(3), p. 127–142. doi: 10.1080/19012276.2016.1198270. Full text in Research Archive
  • Bråten, Ivar; Johansen, Roy-Petter K. & Strømsø, Helge Ivar (2017). Effects of different ways of introducing a reading task on intrinsic motivation and comprehension. Journal of Research in Reading. ISSN 0141-0423. 40(1), p. 17–36. doi: 10.1111/1467-9817.12053.
  • Strømsø, Helge Ivar (2016). Forskningsbasert undervisning. In Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Ed.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. p. 40–56.
  • Bråten, Ivar; Salmerón, Ladislao & Strømsø, Helge Ivar (2016). Who Said That? Investigating the Plausibility-Induced Source Focusing Assumption with Norwegian Undergraduate Readers. Contemporary Educational Psychology. ISSN 0361-476X. 46, p. 253–262. doi: 10.1016/j.cedpsych.2016.07.004. Full text in Research Archive
  • Bråten, Ivar; Strømsø, Helge Ivar & Andreassen, Ulf Rune (2016). Sourcing in professional education: Do text factors make any difference? Reading and writing. ISSN 0922-4777. p. 1–30. doi: 10.1007/s11145-015-9611-y.
  • Kammerer, Yvonne & Strømsø, Helge Ivar (2016). Die Rolle epistemischer Überzeugungen bei der Informationssuche und Informationsbewertung im Internet. In Mayer, Anne-Kathrin & Rosman, Tom (Ed.), Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung. Pabst Science Publishers. ISSN 978-3-95853-085-0. p. 121–136.
  • Stenseth, Tonje; Bråten, Ivar & Strømsø, Helge Ivar (2016). Investigating interest and knowledge as predictors of students' attitudes towards socio-scientific issues. Learning and Individual Differences. ISSN 1041-6080. 47, p. 274–280. doi: 10.1016/j.lindif.2016.02.005.
  • Strømsø, Helge Ivar & Kammerer, Yvonne (2016). Epistemic cognition and reading for understanding in the Internet age. In Greene, Jeffrey A.; Sandoval, William A. & Bråten, Ivar (Ed.), Handbook of epistemic cognition. Routledge. ISSN 978-1-138-01342-1. p. 230–246.
  • Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2016). The role of epistemic beliefs in the comprehension of single and multiple texts. In Afflerbach, Peter (Eds.), Handbook of individual differences in reading. Reader, text, and context.. Routledge. ISSN 978-0-415-65888-1. p. 67–79. doi: 10.1080/00461520.2011.538647.
  • Strømsø, Helge Ivar (2016). Forførende entusiasme: 40 års forskning på Dr. Fox-effekten. UNIPED. ISSN 1500-4538. 39(2), p. 118–130. doi: 10.18261/issn.1893-8981-2016-02-03. Full text in Research Archive
  • Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2016). Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents. Educational Psychology. ISSN 0144-3410. 36(4), p. 638–657. doi: 10.1080/01443410.2014.920080.
  • McCrudden, Matthew; Stenseth, Tonje; Bråten, Ivar & Strømsø, Helge Ivar (2016). The Effects of Topic Familiarity, Author Expertise, and Content Relevance on Norwegian Students' Document Selection: A Mixed Methods Study. Journal of Educational Psychology. ISSN 0022-0663. 108(2), p. 147–162. doi: 10.1037/edu0000057.
  • Bråten, Ivar; Braasch, Jason; Strømsø, Helge Ivar & Ferguson, Leila Eve (2015). Establishing Trustworthiness when Students Read Multiple Documents Containing Conflicting Scientific Evidence. Reading Psychology. ISSN 0270-2711. 36(4), p. 315–349. doi: 10.1080/02702711.2013.864362.
  • Braasch, Jason; Bråten, Ivar; Britt, M. Anne; Steffens, Brent & Strømsø, Helge Ivar (2014). Sensitivity to inaccurate information in health news articles: Potential contributions of readers' topic and epistemic beliefs. In Rapp, David & Braasch, Jason (Ed.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences.. MIT Press. ISSN 978-0-262-02758-8. p. 117–138.
  • Strømsø, Helge Ivar & Bråten, Ivar (2014). Students' sourcing while reading and writing from multiple web documents. Nordic Journal of Digital Literacy. ISSN 1891-943X. 2014(2), p. 92–111.
  • Strømsø, Helge Ivar & Bråten, Ivar (2014). Students’ sourcing while reading and writing from multiple web documents. Digital kompetanse. ISSN 0809-6724. 9(2), p. 92–111.
  • Strømsø, Helge Ivar (2014). «Klikkere» i forelesningen: Bidrar det til læring eller er det bare morsomt? UNIPED. ISSN 1500-4538. 37(2), p. 20–32. doi: 10.3402/uniped.v37.22465.
  • Steffens, Brent; Britt, M. Anne; Braasch, Jason; Strømsø, Helge Ivar & Bråten, Ivar (2014). Memory for Scientific Arguments and Their Sources: Claim-Evidence Consistency Matters. Discourse Processes. ISSN 0163-853X. 51(1-2), p. 117–142. doi: 10.1080/0163853X.2013.855868.
  • Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences. ISSN 1041-6080. 30, p. 64–76. doi: 10.1016/j.lindif.2013.01.007.
  • Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein; Strømsø, Helge Ivar & Brandmo, Christian (2014). Modeling relations between students' justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research. ISSN 0883-0355. 66, p. 1–12. doi: 10.1016/j.ijer.2014.01.004.
  • Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology. ISSN 0007-0998. 84(1), p. 58–85. doi: 10.1111/bjep.12005.
  • Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Strategisk kildevurdering av multiple tekster: Utbytterikt, men krevende. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 98, p. 47–57.
  • Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension. Learning and Individual Differences. ISSN 1041-6080. 31, p. 11–20. doi: 10.1016/j.lindif.2013.12.012.
  • Bråten, Ivar; Anmarkrud, Øistein; Brandmo, Christian & Strømsø, Helge Ivar (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction. ISSN 0959-4752. 30, p. 9–24. doi: 10.1016/j.learninstruc.2013.11.002.
  • Strømsø, Helge Ivar & Bråten, Ivar (2013). Multiple documents literacy. In Meyer, Luanna (Eds.), Oxford Bibliographies in Education. Oxford University Press. ISSN 9780199756810. doi: 10.1093/obo/9780199756810-0092.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research. ISSN 0883-0355. 62, p. 100–114. doi: 10.1016/j.ijer.2013.07.001.
  • Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education. ISSN 0256-2928. 28(3), p. 879–902. doi: 10.1007/s10212-012-0145-2.
  • Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar (2013). Task-oriented reading of multiple documents: online comprehension processes and offline products. Instructional Science. ISSN 0020-4277. 41(5), p. 873–894. doi: 10.1007/s11251-013-9263-8.
  • Kammerer, Yvonne; Bråten, Ivar; Gerjets, Peter & Strømsø, Helge Ivar (2013). The role of Internet-specific epistemic beliefs in laypersons' source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior. ISSN 0747-5632. 29(3), p. 1193–1203. doi: 10.1016/j.chb.2012.10.012.
  • Strømsø, Helge Ivar; Bråten, Ivar; Britt, M. Anne & Ferguson, Leila Eve (2013). Spontaneous Sourcing Among Students Reading Multiple Documents. Cognition and Instruction. ISSN 0737-0008. 31(2), p. 176–203. doi: 10.1080/07370008.2013.769994.
  • Rogne, Wenke Mork & Strømsø, Helge Ivar (2013). Lesing av delvis motstridende tekster i syvende klasse. Acta Didactica Norge. ISSN 1504-9922. 7(1). doi: 10.5617/adno.1110.
  • Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Promoting secondary school students' evaluation of source features of multiple documents. Contemporary Educational Psychology. ISSN 0361-476X. 38, p. 180–195. doi: 10.1016/j.cedpsych.2013.03.003.
  • Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2013). Prediction of learning and comprehension when adolescents read multiple texts: the roles of word-level processing, strategic approach, and reading motivation. Reading and writing. ISSN 0922-4777. 26(3), p. 321–348. doi: 10.1007/s11145-012-9371-x.

View all works in Cristin

  • Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (2016). Når læring er det viktigste. Undervisning i høyere utdanning. Cappelen Damm Akademisk. ISBN 978-82-02-52728-0. 268 p.

View all works in Cristin

  • Kiili, Carita Päivi Susanna; Räikkönen, Eija; Bråten, Ivar; Strømsø, Helge Ivar & Hagerman, Michelle Schira (2023). Testing the structure of credibiltiy evaluation in an online multiple text context.
  • Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2023). Effects of media multitasking on multiple text comprehension.
  • Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). The calling of MAWSES: Measuring writing motivation in the context of multiple document literacy.
  • Brandmo, Christian; Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2023). Epistemic justification and interest as predictors of pre-service teachers' topic beliefs and knowledge.
  • Strømsø, Helge Ivar; Esterhazy, Rachelle; Hjelmeng, Erling Johan & Frølich, Nicoline (2023). Ja, vi trenger universitetspedagogisk basiskompetanse! .
  • Brandmo, Christian; Strømsø, Helge Ivar; Anmarkrud, Øistein; Ferguson, Leila Eve & Bråten, Ivar (2023). Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep Learning.
  • Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Beliefs about justification for knowing and the selection and processing of multiple documents: An intervention.
  • Strømsø, Helge Ivar (2022). Students’ leisure time reading of books and websites predicts reading attitudes.
  • Strømsø, Helge Ivar (2022). Do university students’ leisure time reading of printed and digital texts predict text comprehension? .
  • Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle Schira; Räikkönen, Eija & Jyrkiäinen, Anne (2022). Why trust or mistrust? Sixth graders' ability to justify the credibility of online texts.
  • Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle; Jyrkiäinen, Anne & Raikkonen, Eija (2021). Upper secondary school students as critical online readers.
  • Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2021). Epistemic justification in multiple documents literacy.
  • Strømsø, Helge Ivar; Bråten, Ivar & Brante, Eva Wennås (2019). Profiles of warm and cold cognition in multiple document comprehension.
  • Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2019). Teaching sourcing in upper-secondary school: A comprehensive sourcing intervention with follow-up data.
  • Bråten, Ivar; McCrudden, Matthew T.; Stang Lund, Elisabeth; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). Task-oriented reading with multiple documents.
  • Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2018). The role of behavioral engagement in multiple text reading tasks.
  • Stang Lund, Elisabeth; Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar (2017). Memory for textual conflicts predicts sourcing when adolescents read multiple expository texts.
  • Brante, Eva Wennås; Strømsø, Helge Ivar; Stang Lund, Elisabeth & Bråten, Ivar (2017). Teaching sourcing in upper-secondary school.
  • Brante, Eva Wennås & Strømsø, Helge Ivar (2017). A Source to Sourcing Skills: Results from a Systematic Literature Review of Interventions Targeting Sourcing.
  • Rogne, Wenke Mork & Strømsø, Helge Ivar (2017). Young Students' Reading of Partly Contradictory Texts: A Think-Aloud Study.
  • Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2017). Modeling relations between epistemic cognition, interest, and science knowledge across gender.
  • Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (2016). Innledning. In Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Ed.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. p. 13–18.
  • Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (2016). Forord. In Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Ed.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. p. 11–12.
  • Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar (2016). Epistemic cognition and topic interest as predictors of science knowledge.
  • Strømsø, Helge Ivar; Bråten, Ivar & Andresen, Anette (2015). Hot and cold justifications when students read about controversial health issues.
  • Rogne, Wenke Mork & Strømsø, Helge Ivar (2015). Contradiction matters: How young students process and integrate information from multiple conflicting documents: A think-aloud study.
  • Bråten, Ivar; Strømsø, Helge Ivar & Ulf Rune, Andreassen (2014). Sourcing in professional education: Do text factors make any difference?
  • Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2014). Students' epistemic beliefs and text comprehension: What we believe we know and what we believe we need to know.
  • Strømsø, Helge Ivar & Bråten, Ivar (2014). Students' trust in conclusions from socio-scientific texts.
  • Stenseth, Tonje; Strømsø, Helge Ivar & Bråten, Ivar (2014). "I remember what the text says but don't really think it's true (when it disagrees with me).".
  • Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension.
  • Hagen, Åste Marie Mjelve; Braasch, Jason; Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Does the Ability to Identify and Explain Better and Poorer Strategies in a Contrasting Case Intervention Predict Students' Source Evaluation Skills?
  • Bråten, Ivar; Johansen, Roy-Petter & Strømsø, Helge Ivar (2013). Effects of different ways of introducing a reading task on sixth-graders' interest and comprehension.
  • Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar (2013). Task-oriented reading of multiple documents: Online comprehension processes and offline products.
  • Steffens, Brent; Britt, M. Anne; Bråten, Ivar; Strømsø, Helge Ivar & Braasch, Jason (2013). Memory for inconsistent arguments in health articles from the Web.
  • Braasch, Jason; Steffens, Brent; Britt, M. Anne; Bråten, Ivar & Strømsø, Helge Ivar (2013). Memory for simple scientific arguments and the sources that convey them: Claim-evidence consistency matters.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Changes in student profiles of knowledge and epistemic beliefs when reading multiple conflicting texts.
  • Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Beliefs About Justification for Knowing when Ethnic Majority and Ethnic Minority Students Read Multiple Conflicting Documents.
  • Bråten, Ivar & Strømsø, Helge Ivar (2013). Trustworthiness judgments among law students reading multiple documents on climate change.
  • Strømsø, Helge Ivar & Bråten, Ivar (2013). Students’ sourcing while reading and writing from multiple documents.
  • Anmarkrud, Øistein; Bråten, Ivar; Brandmo, Christian; Strømsø, Helge Ivar & Ferguson, Leila Eve (2013). Relationships among individual differences, processing, and performance in multiple-text comprehension.
  • Braasch, Jason; Bråten, Ivar; Anmarkrud, Øistein & Strømsø, Helge Ivar (2012). Promoting high school students' evaluation of source features of multiple documents.
  • Beck, Eevi Elisabeth & Strømsø, Helge Ivar (2015). FUP – selvevaluering av konsultasjonsressursen 2012-2014. Universitetet i Oslo.
  • de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester & Stensaker, Bjørn [Show all 9 contributors for this article] (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Det utdanningsvitenskapelige fakultet. Full text in Research Archive

View all works in Cristin

Published Aug. 6, 2010 9:30 AM - Last modified Mar. 10, 2023 1:33 PM

Projects

Research groups