With easy access to and exponential

With easy access to and exponential growth of online resources in the last decade, the Web has become the
primary information source to middle school students for their school work. Yet, prior research has shown that
students have difficulty evaluating, reading, and taking notes from online resources. This study analyzed the
effectiveness of a digital notepad, which used prompts to scaffold middle school students in learning with online
scientific resources. Data were collected from 8 sixth grade students who were engaged in a two-week online
inquiry for a science project. Data analysis showed a gap between design intentions and classroom realities.
Despite the prompts intended to promote students’ critical evaluation of websites, their evaluation was still
quick and dichotomous. In addition, students demonstrated different patterns in responding to the reading and
note-taking prompts. However, prompts that aimed to promote deep thinking were generally answered with
superficial responses. Implications for instruction and research involving use of online resources are discussed.

結果 (中文) 1:

方便地访问与指数增长的在线资源在过去十年中，Web 已经成为对初中学生对于他们学校工作的主要的信息来源。然而，先前的研究表明，学生有困难评估、 阅读和做笔记从联机资源。这项分析的研究数字的记事本，用于提示脚手架中学学生在线学习的有效性科学资源。收集资料，从 8 小学六年级的学生从事网上两周研讯为一项科学工程的。数据分析结果表明设计意图和课堂现实之间的差距。尽管旨在促进学生的批评性的评价网站的提示，他们的评价仍然是快速和二歧。此外，学生表现出不同的模式，在应对阅读和记笔记的提示。然而，一般地回答，旨在促进深层思考的提示肤浅的反应。教学和研究涉及利用网上资源的影响进行了讨论。

結果 (中文) 3:

用简单的访问，在过去的十年中网络资源的指数增长，网络已经成为主要的信息来源
中学的学生对学校的工作。然而，之前的研究表明
学生难以评价，阅读，和从网上资源笔记。本研究分析了数字记事本
效果，使用提示与在线
科学资源的中学生学习支架。数据是从8第六年级学生从事科学项目两周在线
查询收集。数据分析表明设计意图和课堂的现实之间的差距。
尽管提示旨在促进网站学生的批判性评价，他们的评价仍然是快速和二
。此外，学生表现出不同的模式在应对阅读
笔记的提示。然而，提示旨在促进深入思考一般
肤浅的回答。对教学的启示和研究涉及利用网上资源进行了讨论。