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<p>The article presents two exemplary case studies of students using internet-based information to solve an economics task. Narrative framings and latent meaning structures contained in sources (e.g., normative assumptions), influence students’ task solutions and their approach to problem-solving. This is pursued through a&#xa0;complementary approach, combining reconstructive methods and narratology. The objective of the qualitative analyses is to investigate the extent to which students engage critically with such framings and meaning structures in their responses. To this end, sources used by the students and their written task responses are analyzed in conjunction with the task scenario. The case structure analyses yield insights into how students engage with sources in the context of such tasks. Results indicate that students adopt framings from consulted sources in their responses and follow meaning structures in their arguments with limited distance. The presented case-structural narrative-reconstructive approach also offers practical implications for teacher training.</p>

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Zum kritischen Umgang Studierender mit Internetinformationen – Analysen mittels Rekonstruktion und Narratologie in digitalen Umgebungen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月5日

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  • Carla Schelle,
  • Olga Zlatkin-Troitschanskaia,
  • Mita Banerjee,
  • Dominik Braunheim,
  • Amina A. Touzos

摘要

The article presents two exemplary case studies of students using internet-based information to solve an economics task. Narrative framings and latent meaning structures contained in sources (e.g., normative assumptions), influence students’ task solutions and their approach to problem-solving. This is pursued through a complementary approach, combining reconstructive methods and narratology. The objective of the qualitative analyses is to investigate the extent to which students engage critically with such framings and meaning structures in their responses. To this end, sources used by the students and their written task responses are analyzed in conjunction with the task scenario. The case structure analyses yield insights into how students engage with sources in the context of such tasks. Results indicate that students adopt framings from consulted sources in their responses and follow meaning structures in their arguments with limited distance. The presented case-structural narrative-reconstructive approach also offers practical implications for teacher training.