Lucia Mason
Zitiert von
Zitiert von
Changing knowledge and beliefs.
PK Murphy, L Mason
Lawrence Erlbaum Associates Publishers, 2006
Writing and conceptual change. What changes?
L Mason, P Boscolo
Instructional Science 28, 199-226, 2000
Prediction of students' argumentation skills about controversial topics by epistemological understanding
L Mason, F Scirica
Learning and instruction 16 (5), 492-509, 2006
Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns
L Mason, MC Tornatora, P Pluchino
Computers & Education 60 (1), 95-109, 2013
Reconsidering conceptual change: Issues in theory and practice
M Limón, L Mason
Kluwer Academic Publishers, 2002
On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.
L Mason, M Gava, A Boldrin
Journal of Educational Psychology 100 (2), 291, 2008
Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change
L Mason, P Boscolo
Contemporary Educational Psychology 29 (2), 103-128, 2004
Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison
S Zaccoletti, A Camacho, N Correia, C Aguiar, L Mason, RA Alves, ...
Frontiers in psychology 11, 592670, 2020
High school students' beliefs about maths, mathematical problem solving, and their achievement in maths: A cross-sectional study
L Mason
Educational psychology 23 (1), 73-85, 2003
Introduction: Bridging the cognitive and sociocultural approaches in research on conceptual change: Is it feasible?
L Mason
Educational psychologist 42 (1), 1-7, 2007
Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning
L Mason, N Ariasi, A Boldrin
Learning and Instruction 21 (1), 137-151, 2011
Writing to learn, writing to transfer
P Boscolo, L Mason
Writing as a learning tool: Integrating theory and practice, 83-104, 2001
Writing as a learning tool: Integrating theory and practice
P Tynjälä, L Mason, K Lonka
Springer Science & Business Media, 2001
An eye-tracking study of learning from science text with concrete and abstract illustrations
L Mason, P Pluchino, MC Tornatora, N Ariasi
The Journal of Experimental Education 81 (3), 356-384, 2013
Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse
L Mason
Instructional science 26, 359-389, 1998
Besides knowledge: A cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science
L Mason, P Boscolo, MC Tornatora, L Ronconi
Instructional Science 41, 49-79, 2013
Enhancing students’ mathematical beliefs: An intervention study
L Mason, L Scrivani
Learning and instruction 14 (2), 153-176, 2004
Beyond knowledge: Learner characteristics influencing conceptual change
GM Sinatra, L Mason
International handbook of research on conceptual change, 377-394, 2013
Introducing talk and writing for conceptual change: A classroom study
L Mason
Learning and instruction 11 (4-5), 305-329, 2001
Searching the Web to learn about a controversial topic: Are students epistemically active?
L Mason, A Boldrin, N Ariasi
Instructional Science 38, 607-633, 2010
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