17 Result(s)
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Article
Cognitive and metacognitive aspects in conceptual change by analogy
This study is a qualitative investigation on the teaching-learning by analogy of complex curriculum concepts in natural and relevant environments, such as classrooms, to improve the ecological validity of the ...
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Article
Analogical reasoning in restructuring scientific knowledge
This study presents the results of an experiment which investigated analogical reasoning in knowledge acquisition in a natural school setting. The aims were to evaluate the efficiency of analogy in the concept...
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Article
Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse
This descriptive study is part of a wider research project on learning environments in the classroom that can promote conceptual change in science domains. It investigated the role of talking-to-learn in small...
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Writing and conceptual change. What changes?
This study was focused on elementary school students'processes of scientific understanding within aclassroom environment characterized as a community ofdiscourse. In particular, it explored the role ofwritten ...
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Article
Role of anomalous data and epistemological beliefs in middle school students’ theory change about two controversial topics
The question of theory change is crucial in knowledge construction, particularly in the process of conceptual change. This study was designed to investigate two factors that, in addition to initial theory pref...
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Article
Fostering Understanding by Structural Alignment as a Route to Analogical Learning
The purpose of this study was to extend previous research on the conditions that may promote understanding and abstraction via structural alignment, that is, through a comparison between two partially understo...
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Article
Distinguishing between knowledge and beliefs: students’ epistemic criteria for differentiating
“I believe that he/she is telling the truth”, “I know about the solar system”: what epistemic criteria do students use to distinguish between knowledge and beliefs? If knowing and believing are conceptually di...
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Article
Searching the Web to learn about a controversial topic: are students epistemically active?
Students are making an increased use of the Web as a source for solving information problems for academic assignments. To extend current research about search behavior during navigation on the Web, this study ...
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Uncovering the effect of text structure in learning from a science text: An eye-tracking study
This study examined whether reading a refutational or non-refutational text would induce different cognitive processing, as revealed by eye-movement analyses. Unlike a standard expository text, a refutational ...
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Article
Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science
This study examines the contribution of learner cognitive and motivational characteristics to achievement in science at three grade levels. Specifically, the relations between domain-specific epistemic beliefs...
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Article
Effects of critical thinking on multiple-document comprehension
The purpose of this study was to test the relationships between critical thinking, prior topic knowledge and beliefs, and multiple-document comprehension through a path analysis approach. The participants were...
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Article
Inhibition and Conceptual Learning in Science: a Review of Studies
Recent research about the learning of science has suggested that misconceptions are not replaced by scientific conceptions and extinguished once conceptual change has occurred. Rather, misconceptions still exi...
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Article
Open AccessThe Role of Individual Differences in Sourcing: a Systematic Review
This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individua...
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Article
Open AccessShort-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review
There is growing interest recently in the outdoor environment surrounding schools where students spent time during breaks, in-school activities, and after-school programs. Several reviews have examined the imp...
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Article
Open AccessDo medium and Context Matter when learning from multiple complementary Digital texts and videos?
Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental desig...
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Article
Open AccessPsychological Benefits of Attending Forest School for Preschool Children: a Systematic Review
Forest school is a form of outdoor learning that takes children into regular and repeated learning experiences in natural settings. Being based on a comprehensive experience with nature, it is assumed to be be...
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Article
Open AccessLearning across media in a second language
The present study investigated the impact of the medium on learning in L2. Specifically, learning performances from L2 material were compared across three media: text, video, and subtitled video. The participa...
