Learning and Instruction

Items from 1 to 8 out of 8 results

article

List of Reviewers of Volume 21

Learning and Instruction > 2012 > 22 > 1 > iv-vii

article

Students’ conceptions of knowledge, information, and truth

Patricia A. Alexander, Fielding I. Winters, Sandra M. Loughlin, Emily M. Grossnickle

Learning and Instruction > 2012 > 22 > 1 > 1-15

In this study, everyday conceptions of knowledge, information, and truth were investigated as 161 US undergraduates completed three online tasks that investigated understandings of these foundational constructs. For the first task, respondents graphically represented the interrelations of knowledge, information, and truth; the second task required them to justify those representations; and the third...

article

Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies

Claudia Leopold, Detlev Leutner

Learning and Instruction > 2012 > 22 > 1 > 16-26

The purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategies—main idea selection (Exp. 1) and summarization (Exp. 2)—and to examine whether these strategies could help students learn from a chemistry science text. Both experiments followed a 2 × 2 design, with drawing strategy instructions (yes vs. no) and main idea/summarization strategy instructions...

article

Editorial board/Publication information

Learning and Instruction > 2012 > 22 > 1 > IFC

article

Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

Gina M. Franco, Krista R. Muis, Panayiota Kendeou, John Ranellucci, more

Learning and Instruction > 2012 > 22 > 1 > 62-77

The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain...

article

Effectiveness of holistic mental model confrontation in driving conceptual change

Soniya Gadgil, Timothy J. Nokes-Malach, Michelene T.H. Chi

Learning and Instruction > 2012 > 22 > 1 > 47-61

Prior research on conceptual change has identified multiple kinds of misconceptions at different levels of representational complexity including false beliefs, flawed mental models, and incorrect ontological categories. We hypothesized that conceptual change of a mental model requires change in the system of relations between the features of the prior model. To test this hypothesis, we compared instruction...

article

Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils?

Marko Lüftenegger, Barbara Schober, Rens van de Schoot, Petra Wagner, more

Learning and Instruction > 2012 > 22 > 1 > 27-36

Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these LLL components. Participants in the present study were...

article

What do we learn from docutainment? Processing hybrid television documentaries

Manuela Glaser, Bärbel Garsoffky, Stephan Schwan

Learning and Instruction > 2012 > 22 > 1 > 37-46

This study examined how hybrid documentary formats, which embed educational contents into narratives, are cognitively processed. Based on existing research and theories, two reception modes were identified: processing with a focus on the narrative plotline and processing with a focus on the thematic structure. In two experiments, two markers of narrative processing could be found for hybrid television...

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CONCEPTUAL CHANGE (2)
AUTONOMY (1)
COGNITIVE AND METACOGNITIVE PROCESSING STRATEGIES (1)
COMPARISON (1)
DOCUMENTARY (1)
DRAWING ACTIVITY (1)
EPISTEMIC BELIEFS (1)
EPISTEMOLOGY (1)
INFORMATION (1)
KNOWLEDGE (1)
KNOWLEDGE ACQUISITION (1)
KNOWLEDGE REPRESENTATIONS (1)
LEARNING (1)
LEARNING STRATEGIES (1)
LIFELONG LEARNING (1)
MENTAL MODELS (1)
MOTIVATION (1)
NARRATIVE (1)
RE-ENACTMENT (1)
SELF-EXPLANATION (1)
SELF-REGULATED LEARNING (1)
SUMMARIZATION (1)
TEXT COMPREHENSION (1)
TRANSPORTATION (1)
TRUTH (1)
VISUALIZATION (1)
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