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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.
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Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar
(2023).
Effects of media multitasking on multiple text comprehension.
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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.
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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.
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Strømsø, Helge Ivar; Esterhazy, Rachelle; Hjelmeng, Erling Johan & Frølich, Nicoline
(2023).
Ja, vi trenger universitetspedagogisk basiskompetanse! .
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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.
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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.
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Strømsø, Helge Ivar
(2022).
Students’ leisure time reading of books and websites predicts reading attitudes.
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Strømsø, Helge Ivar
(2022).
Do university students’ leisure time reading of printed and digital texts predict text comprehension?
.
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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.
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Kiili, Carita Päivi Susanna; Bråten, Ivar; Strømsø, Helge Ivar; Hagerman, Michelle; Jyrkiäinen, Anne & Raikkonen, Eija
(2021).
Upper secondary school students as critical online readers.
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Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar
(2021).
Epistemic justification in multiple documents literacy.
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Strømsø, Helge Ivar; Bråten, Ivar & Brante, Eva Wennås
(2019).
Profiles of warm and cold cognition in multiple document comprehension.
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Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar
(2019).
Teaching sourcing in upper-secondary school: A comprehensive sourcing intervention with follow-up data.
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Bråten, Ivar; McCrudden, Matthew T.; Stang Lund, Elisabeth; Brante, Eva Wennås & Strømsø, Helge Ivar
(2018).
Task-oriented reading with multiple documents.
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Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar
(2018).
The role of behavioral engagement in multiple text reading tasks.
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Stang Lund, Elisabeth; Bråten, Ivar; Brante, Eva Wennås & Strømsø, Helge Ivar
(2017).
Memory for textual conflicts predicts sourcing when adolescents read multiple expository texts.
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Brante, Eva Wennås; Strømsø, Helge Ivar; Stang Lund, Elisabeth & Bråten, Ivar
(2017).
Teaching sourcing in upper-secondary school.
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Brante, Eva Wennås & Strømsø, Helge Ivar
(2017).
A Source to Sourcing Skills: Results from a Systematic Literature Review of Interventions Targeting Sourcing.
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Rogne, Wenke Mork & Strømsø, Helge Ivar
(2017).
Young Students' Reading of Partly Contradictory Texts: A Think-Aloud Study.
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Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar
(2017).
Modeling relations between epistemic cognition, interest, and science knowledge across gender.
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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.
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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.
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Brandmo, Christian; Bråten, Ivar & Strømsø, Helge Ivar
(2016).
Epistemic cognition and topic interest as predictors of science knowledge.
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Strømsø, Helge Ivar; Bråten, Ivar & Andresen, Anette
(2015).
Hot and cold justifications when students read about controversial health issues.
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Rogne, Wenke Mork & Strømsø, Helge Ivar
(2015).
Contradiction matters: How young students process and integrate information from multiple conflicting documents: A think-aloud study.
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Bråten, Ivar; Strømsø, Helge Ivar & Ulf Rune, Andreassen
(2014).
Sourcing in professional education: Do text factors make any difference?
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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.
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Strømsø, Helge Ivar & Bråten, Ivar
(2014).
Students' trust in conclusions from socio-scientific texts.
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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).".
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Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein
(2014).
Incremental theories of intelligence predict multiple document comprehension.
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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?
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Bråten, Ivar; Johansen, Roy-Petter & Strømsø, Helge Ivar
(2013).
Effects of different ways of introducing a reading task on sixth-graders' interest and comprehension.
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Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar
(2013).
Task-oriented reading of multiple documents: Online comprehension processes and offline products.
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Steffens, Brent; Britt, M. Anne; Bråten, Ivar; Strømsø, Helge Ivar & Braasch, Jason
(2013).
Memory for inconsistent arguments in health articles from the Web.
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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.
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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.
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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.
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Bråten, Ivar & Strømsø, Helge Ivar
(2013).
Trustworthiness judgments among law students reading multiple documents on climate change.
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Strømsø, Helge Ivar & Bråten, Ivar
(2013).
Students’ sourcing while reading and writing from multiple documents.
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Anmarkrud, Øistein; Bråten, Ivar; Brandmo, Christian; Strømsø, Helge Ivar & Ferguson, Leila Eve
(2013).
Relationships among individual differences, processing, and performance in multiple-text comprehension.
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Braasch, Jason; Bråten, Ivar; Anmarkrud, Øistein & Strømsø, Helge Ivar
(2012).
Promoting high school students' evaluation of source features of multiple documents.
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Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar
(2012).
Signaling text relevance in multiple-text reading: A think-aloud study.
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Beck, Eevi Elisabeth & Strømsø, Helge Ivar
(2015).
FUP – selvevaluering av konsultasjonsressursen 2012-2014.
Universitetet i Oslo.
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de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester & Stensaker, Bjørn
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(2015).
Egenrapport: Programevaluering - pedagogisk basiskompetanse
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