16 Result(s)

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...

Lucia Mason, Sonia Zaccoletti in Educational Psychology Review (2021)

Article

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...

Lucia Mason, Patrik Pluchino, Nicola Ariasi in Educational Technology Research and Develo… (2014)

Article

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 ...

Nicola Ariasi, Lucia Mason in Instructional Science (2011)

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 ...

Lucia Mason, Angela Boldrin, Nicola Ariasi in Instructional Science (2010)

Article

Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing

Lucia Mason, Rainer Bromme in Metacognition and Learning (2010)

Article

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 ...

Lucia Mason, Angela Boldrin, Nicola Ariasi in Metacognition and Learning (2010)

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...

Angela Boldrin, Lucia Mason in Instructional Science (2009)

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...

Lucia Mason in Instructional Science (2004)

Article

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 ...

Lucia Mason, Pietro Boscolo in Instructional Science (2000)

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...

Lucia Mason in Instructional Science (1998)

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 ...

Lucia Mason in Instructional Science (1994)