#1083: Fit in Evidence-Informed Reasoning? Effects of Information Fit and Source of Documents on Pre-Service Teachers’ Information Use and Integration

Pre-service teachers often struggle during the evidence-informed analysis of classroom problems, especially when various (non-)scientific documents are available with varying fit. N=453 pre-service teachers analyzed classroom problems using documents varying in 'document source' (scientific vs. non-scientific) and 'fit to classroom problem' (symptom- vs. cause-related), establishing a 2x2-factorial within-subjects design. While analyzing, participants used documents with cause-related fit more often and integrated documents with symptom-related fit the most (followed by mixed fit).