Helge Ivar Strømsø

Bilde av Helge Ivar Strømsø
English version of this page
Telefon +47 22858188
Rom 532
Treffetider Etter avtale
Brukernavn
Besøksadresse Sem Sælands vei 7 0317 OSLO
Postadresse Postboks 1092 Blindern 0317 Oslo

Faglige interesser

  • Læring i høyere utdanning
  • Leseforståelse
  • Selvregulert læring

Pågående aktiviteter

  • Prosjekt ” Kritisk lesing og læring i informasjonssamfunnet”  finansiert av Norges Forskingsråd (2015-2017)

Fullførte prosjekter

  • Lesing av fagtekster i jusstudiet
  • Selvregulert læring og leseforståelse
  • Digital kommunikasjon i problembasert læring
  • Personlig epistemologi og leseforståelse
  • Forståelse av multiple tekster

Undervisning

  • Kurs i universitetspedagogikk

Administrative oppgaver

  • Prodekan for forskning og forskerutdanning ved det Utdanningsvitenskapelige fakultet (2017 - 2020)
  • Forskningsleder ved Institutt for pedagogikk (2015 - 2016)

Bakgrunn

Utdanning:

  • 1993: Cand. paed., Universitetet i Oslo, Pedagogisk forskningsinstitutt
  • 2001: Dr.polit., Universitetet i Oslo, Pedagogisk forskningsinstitutt

Arbeid:

  • 2006- : Professor, Institutt for pedagogikk, Universitetet i Oslo
  • 2003-2006: Førsteamanuensis, Pedagogisk forskningsinstitutt, Universitetet i Oslo
  • 2002-2003: Post.doc., Pedagogisk forskningsinstitutt, Universitetet i Oslo
  • 2001-2002: Forsker, Pedagogisk forskningsinstitutt, Universitetet i Oslo
  • 1997-2001: Stipendiat, Pedagogisk forskningsinstitutt, Universitetet i Oslo
  • 1995-1996: Førstekonsulent, Institutt for spesialpedagogikk, Universitetet i Oslo
  • 1994: Pedagogisk psykologisk rådgiver, Oslo kommune
  • 1981-1990: Div. stillinger innen fjernundervisning

 

Emneord: Pedagogikk, Høyere utdanning, Leseforståelse og tekstbasert læring

Publikasjoner

  • 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.
  • Bråten, Ivar & Strømsø, Helge Ivar (2020). On the Roles of Dispositions and Beliefs in Learning from Multiple Perspectives. . I Van Meter, Peggy; List, Alexandra; Lombardi, Doug & Kendeou, Panayiota (Red.), Handbook of Learning from Multiple Representations and Perspectives. Routledge. ISSN 978-0-367-00117-9. s. 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, s. 2337–2359. doi: 10.1007/s11145-020-10041-5. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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, s. 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), s. 680–699. doi: 10.1111/1467-9817.12247. Fulltekst i vitenarkiv
  • 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, s. 342–360. doi: 10.1007/s12186-018-09215-8. Fulltekst i vitenarkiv
  • 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), s. 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. I Barzillai, Mirit; Thompson, Jenny; Schroeder, Sascha & van den Broek, Paul (Red.), Learning to read in a digital world. John Benjamins Publishing Company. ISSN 9789027201225. s. 91–120. doi: 10.1075/swll.17.04sal.
  • Barzilai, Sarit & Strømsø, Helge Ivar (2018). Individual differences in multiple document comprehension. I Braasch, Jason L.G.; Bråten, Ivar & McCrudden, Matthew T. (Red.), Handbook of multiple source use. Routledge. ISSN 9781315627496. s. 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), s. 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), s. 3–14. doi: 10.1177/0270467617740495. Fulltekst i vitenarkiv
  • 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), s. 417–437. doi: 10.1080/02702711.2016.1278417. Fulltekst i vitenarkiv
  • 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, s. 773–779. doi: 10.1007/s10648-017-9421-7. Fulltekst i vitenarkiv
  • Strømsø, Helge Ivar (2017). Multiple models of multiple-text comprehension: A commentary. Educational Psychologist. ISSN 0046-1520. 52(3), s. 216–224. doi: 10.1080/00461520.2017.1320557. Fulltekst i vitenarkiv
  • 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), s. 127–142. doi: 10.1080/19012276.2016.1198270. Fulltekst i vitenarkiv
  • 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), s. 17–36. doi: 10.1111/1467-9817.12053.
  • Strømsø, Helge Ivar (2016). Forskningsbasert undervisning. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. s. 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, s. 253–262. doi: 10.1016/j.cedpsych.2016.07.004. Fulltekst i vitenarkiv
  • 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. s. 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. I Mayer, Anne-Kathrin & Rosman, Tom (Red.), Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung. Pabst Science Publishers. ISSN 978-3-95853-085-0. s. 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, s. 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. I Greene, Jeffrey A.; Sandoval, William A. & Bråten, Ivar (Red.), Handbook of epistemic cognition. Routledge. ISSN 978-1-138-01342-1. s. 230–246.
  • Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2016). The role of epistemic beliefs in the comprehension of single and multiple texts. I Afflerbach, Peter (Red.), Handbook of individual differences in reading. Reader, text, and context.. Routledge. ISSN 978-0-415-65888-1. s. 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), s. 118–130. doi: 10.18261/issn.1893-8981-2016-02-03. Fulltekst i vitenarkiv
  • 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), s. 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), s. 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), s. 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. I Rapp, David & Braasch, Jason (Red.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences.. MIT Press. ISSN 978-0-262-02758-8. s. 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), s. 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), s. 92–111.
  • Strømsø, Helge Ivar (2014). «Klikkere» i forelesningen: Bidrar det til læring eller er det bare morsomt? UNIPED. ISSN 1500-4538. 37(2), s. 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), s. 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, s. 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, s. 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), s. 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, s. 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, s. 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, s. 9–24. doi: 10.1016/j.learninstruc.2013.11.002.
  • Strømsø, Helge Ivar & Bråten, Ivar (2013). Multiple documents literacy. I Meyer, Luanna (Red.), 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, s. 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), s. 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), s. 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), s. 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), s. 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, s. 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), s. 321–348. doi: 10.1007/s11145-012-9371-x.
  • Bråten, Ivar & Strømsø, Helge Ivar (2012). Knowledge acquisition: Constructing meaning from multiple information sources. I Seel, Norbert M. (Red.), Encyclopedia of the Sciences of Learning. Springer. ISSN 978-1-4419-1428-6. s. 1677–1680. doi: 10.1007/978-1-4419-1428-6_665.
  • Andreassen, Ulf Rune & Strømsø, Helge Ivar (2012). Reading about health risks: Who and what to trust? A research review. I Knutsen, Karen S. Patrick; Kvam, Sigmund; Langemeyer, Peter Hans; Solfjeld, Kåre & Parianou, Anastasia (Red.), Narratives of Risk: Interdisciplinary studies. Waxmann Verlag. ISSN 978-3-8309-2803-4. s. 255–274.
  • Ferguson, Leila Eve; Bråten, Ivar & Strømsø, Helge Ivar (2012). Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction. ISSN 0959-4752. 22(2), s. 103–120. doi: 10.1016/j.learninstruc.2011.08.002.
  • Bråten, Ivar; Gil, Laura & Strømsø, Helge Ivar (2011). The role of different task instructions and reader characteristics when learning from multiple expository texts. I McCrudden, Matthew; Magliano, Joseph & Schraw, Gregory (Red.), Text relevance and learning from texts. Information Age Publishing. ISSN 978-1-61735-529-5. s. 95–122. doi: 10.1007/s11409-011-9075-7.
  • Strømsø, Helge Ivar & Bråten, Ivar (2011). Personal epistemology in higher education: Teachers' beliefs and the role of faculty training programs. I Brownlee, Jo; Schraw, Gregory & Berthelsen, Donna (Red.), Personal epistemology and teacher education. Routledge. ISSN 9780415883566. s. 54–67.
  • Bråten, Ivar & Strømsø, Helge Ivar (2011). Measuring strategic processing when students read multiple texts. Metacognition and Learning. ISSN 1556-1623. 6(2), s. 111–130. doi: 10.1007/s11409-011-9075-7.
  • Bråten, Ivar; Britt, M. Anne; Strømsø, Helge Ivar & Rouet, Jean-François (2011). The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model. Educational Psychologist. ISSN 0046-1520. 46, s. 48–70. doi: 10.1080/00461520.2011.538647.

Se alle arbeider i 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 s.

Se alle arbeider i Cristin

  • 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. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. s. 13–18.
  • Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (2016). Forord. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. s. 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.
  • Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2012). Signaling text relevance in multiple-text reading: A think-aloud study.
  • Bråten, Ivar; Gil, Laura & Strømsø, Helge Ivar (2012). Task-oriented reading of multiple expository texts.
  • Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2012). Relationships between beliefs about justification for knowing and multiple-documents comprehension among language-majority and language-minority Norwegian students.
  • Rogne, Wenke Mork & Strømsø, Helge Ivar (2012). The Role of Overlapping and Contradictory Information In Students' Multiple Texts Comprehension.
  • Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2011). Working with multiple conflicting documents: Relations between epistemic cognition while reading and argumentation and sourcing in essays.
  • Strømsø, Helge Ivar & Bråten, Ivar (2011). Sourcing and judgment of trustworthiness when reading scientific texts representing different genres.
  • Rogne, Wenke Mork & Strømsø, Helge Ivar (2011). Korleis påverkar overlappande, motstridande og unik informasjon forståinga når unge elevar les multiple tekstar?
  • Ferguson, Leila Eve; Bråten, Ivar & Strømsø, Helge Ivar (2011). Epistemic Cognition and Change when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2011). Epistemic Cognition and Multiple-Documents Literacy: An Intervention Study.
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Publisert 16. aug. 2010 15:31 - Sist endret 24. juni 2022 14:05

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