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Learning and Instruction

Volume 22, Number 1

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Table of Contents

Number of articles: 6

  1. Students’ conceptions of knowledge, information, and truth

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

    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... More

    pp. 1-15

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

    Claudia Leopold & Detlev Leutner

    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... More

    pp. 16-26

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  3. 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, Monika Finsterwald & Christiane Spiel

    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... More

    pp. 27-36

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  4. What do we learn from docutainment? Processing hybrid television documentaries

    Glaser Manuela, Garsoffky Bärbel & Schwan Stephan

    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... More

    pp. 37-46

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  5. Effectiveness of holistic mental model confrontation in driving conceptual change

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

    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... More

    pp. 47-61

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  6. 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, Lavanya Sampasivam & Xihui Wang

    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.... More

    pp. 62-77

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