Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning     

Lucia Mason  Nicola AriasiAngela Boldrin 《Learning and Instruction》2011,21(1):137-151

In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative reasoning skill; also whether learning from the Web is influenced by epistemic beliefs in action and the ability to detect fallacies in arguments. The participants (N = 64) were students of Grade 13, who were asked to think aloud during navigation. Qualitative and quantitative analyses were performed. Findings reveal that most participants spontaneously activated beliefs about all four dimensions identified in the literature, that is, about the simplicity/complexity, certainty/uncertainty, justification, and source of knowledge, at different levels of sophistication. Most epistemic reflections were about the source of knowledge. Two patterns of contextualized epistemic beliefs emerged and significantly influenced learning from the Web, which was also affected by participants' ability to identify argumentative fallacies.  相似文献   

Reading information about a scientific phenomenon on webpages varying for reliability: an eye-movement analysis     

Lucia Mason  Patrik Pluchino  Nicola Ariasi 《Educational technology research and development : ETR & D》2014,62(6):663-685

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 new reading skills and become more able to effectively evaluate the reliability of web sources. This study investigates the distribution of their visual attention while reading webpages using eye-tracking methodology. The aim was to examine whether information received differential attention depending on the reliability of the source and whether the individual characteristics of topic-specific prior knowledge and epistemic beliefs moderated their visual behavior during reading. Factual knowledge after reading was also examined. Forty-nine university students read four webpages providing verbal and graphical information about the universal validity of the central dogma of molecular biology, which varied for reliability. Indices of first-pass and second-pass reading or inspection were used to trace the processing of information within each page. Findings revealed that readers made an implicit source evaluation as they spent a longer time inspecting the pictures about the more and less familiar information within the most reliable source during the immediate, more automatic, processing. In addition, topic-specific epistemic beliefs moderated this processing as readers with more availing convictions about knowledge attended more the information provided in pages that required more discernment. Moreover, readers increased their factual knowledge of the topic after reading. Educational implications are outlined.  相似文献   

Effect of template shape on metal nanoimprinting: a dislocation dynamics study     

Yun-he Zhang  Lucia Nicola 《浙江大学学报(A卷英文版)》2010,11(10):722-726

Dislocation dynamics simulations are performed to investigate the effect of template shape on the nanoimprinting of metal layers. To this end, metal thin films are imprinted by a rigid template made of an array of equispaced indenters of various shapes, i.e., rectangular, wedge, and circular. The geometry of the indenters is chosen such that the contact area is approximately the same at the final imprinting depth. Results show that, for all template shapes, the final patterns strongly depend on the dislocation activity, and that each imprint differs from the neighboring ones. Large material pile ups appear between the imprints, such that polishing of the metal layer is suggested for application of the patterns in electronics. Rectangular indenters require the lowest imprinting force and achieve the deepest retained imprints.  相似文献   

Supporting young children's explanations through inquiry science in preschool   总被引：3，自引：0，他引：3  

Shira May Peterson  Lucia French 《Early childhood research quarterly》2008

This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language.  相似文献   

The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample     

Bigozzi  Lucia  Pezzica  Sara  Malagoli  Chiara 《European Journal of Psychology of Education - EJPE》2021,36(4):965-988

Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6–11) and attention skills (CAS) in a sample of 143 typically developing children of age range from 7.6 years to 9.4 years. The results showed that in 2nd grade, selective visuo-spatial attention emerged as an important predictor in the written calculation task, while the ability to inhibit distracting information seemed to better predict accuracy in oral calculation. In 3rd grade, visuo-spatial components of attention emerged as no longer predictive, whereas planning and active visuo-spatial attention abilities emerged as predictive of accuracy in the oral calculation task. These results confirm previous findings about the contribution that attentional skills may have in calculation skills development, supporting evidence for progressive automation attentional components over time.

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Fostering Understanding by Structural Alignment as a Route to Analogical Learning     

Lucia Mason 《Instructional Science》2004,32(4):293-318

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 understood situations. Structural alignment is a route to analogical reasoning which differs from the typical route where an analogy is made by eliciting an unknown situation from a very familiar one. Ninety-nine eighth graders were presented with two pairs of scenarios; the first depicting two phenomena of heat flow and the second, two phenomena of the changing state of matter. Participants were randomly assigned to five different conditions which varied in the degree to which they required a comparisonbetween the phenomena in the scenario pairs. For each pair of scenarios, participants were asked to describe the differences between the two phenomena, explain what happens in the phenomena, rate the similarity between the two, and justify the ratings. Results show that analogical reasoning was promoted more in the condition where participants were asked to jointly interpret the phenomena depicted in the scenarios. For both pairs of scenarios, students in this condition reached a deeper understanding; they were more able to identify alignable differences between the phenomena, and recognize the abstract and general higher-order relational structure implied by the perceptually different situations.  相似文献   

Book reviews     

Colette Laborde  Lucia Grugnetti 《Educational Studies in Mathematics》1987,18(3):329-337

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Raising and levelling the learning bar in central and Eastern Europe     

J. Douglas Willms  Thomas M. Smith  Yanhong Zhang  Lucia Tramonte 《Prospects》2006,36(4):411-418

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Trying to Include but Supporting Exclusion Instead? Constructing the Roma in Slovak Educational Policies     

Jozef Miškolci  Lucia Kováčová  Martina Kubánová 《欧洲教育》2017,49(1):71-88

Based on a social constructivist theoretical framework, this research study examines how the design of proinclusive educational policies and the general public construct the Roma students and parents in Slovakia. For this purpose, data from two selected educational policies and five focus groups conducted in five regions in Slovakia were analyzed. The findings demonstrate that the Roma are constructed negatively as irresponsible dependents and deviants not valuing education and incapable of making wise decisions about their lives. These findings can be considered relevant for policy formulation processes because proinclusive policies may sabotage their own goals if negative social constructions of a certain societal group are embedded in them.  相似文献   

Analogical reasoning in restructuring scientific knowledge     

Lucia Mason  Paolo Sorzio 《European Journal of Psychology of Education - EJPE》1996,11(1):3-23

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 conceptual restructuring of a science topic and compare the effects of analogy in different learning conditions. Two analogical topics of physics (water flow and heat flow) were studied by means of two experiments performed in the classroom with concrete objects. Eighty-four 5th graders, divided into three experimental conditions (given analogy, constructed analogy, no analogy), took part in the study. The quantitative analysis mainly confirms the hypothesis that analogy can be a productive way to trigger a process of knowledge restructuring while students learn a new topic. However, the effective use of the analogy was affected by the experimental condition: When the analogy was constructed by the learners themselves, instead of being presented and justified by the teacher, it acted indeed as a more powerful tool in understanding the new topic which required changing their initial conceptions. The qualitative analysis shows the children’s explanations of the heat flow phenomenon and different conceptual outcomes of the learning process. Finally, educational implications are considered.  相似文献