27 Result(s)
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Article
Lucia Mason
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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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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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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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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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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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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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Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing
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Epistemic metacognition in context: evaluating and learning online information
This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online information searching on the Web, and whether it was related to prior knowledge on the ...
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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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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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FROM COVERT PROCESSES TO OVERT OUTCOMES OF REFUTATION TEXT READING: THE INTERPLAY OF SCIENCE TEXT STRUCTURE AND WORKING MEMORY CAPACITY THROUGH EYE FIXATIONS
This study extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (...
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Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis
Students search the Web frequently for many purposes, one of which is to search information for academic assignments. Given the huge amount of easily accessible online information, they are required to develop...
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Integrative processing of verbal and graphical information during re-reading predicts learning from illustrated text: an eye-movement study
Printed or digital textbooks contain texts accompanied by various kinds of visualisation. Successful comprehension of these materials requires integrating verbal and graphical information. This study investiga...
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Simplifying informational text structure for struggling readers
Direct instruction of reading strategies, such as the ‘structure strategy’, is demonstrated to be effective for the development of more mature and skilled reading processes in struggling readers. This instruct...
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The Role of Inhibition in Conceptual Learning from Refutation and Standard Expository Texts
Text is the primary tool to learn disciplinary knowledge in school. Text-based learning is shaped by a complex interplay between the text and reader characteristics. This study examined the role of text struct...
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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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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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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...
