Altre Informazioni
» Curriculum Vitae (.pdf file)
Area di ricerca
Cambiamento concettuale; Movimenti oculari e processi di elaborazione del testo espositivo; Apprendimento dal testo scientifico; Sviluppo del pensiero epistemologico; Effetti delle credenze epistemologiche sull’apprendimento; Ricerca, valutazione epistemica e apprendimento di informazioni nel Web.
Research Areas
Conceptual change; Eye-movements and expository text processing; Learning from scientific text; Development of epistemological thinking; Effects of epistemological beliefs on learning; Searching, evaluating, and learning Web-based information.
Pubblicazioni Selezionate / Selected Publications
Mason, L., Boldrin, A., & Ariasi, N. (in press). Searching the Web for information: Are students’ epistemically active? Instructional Science.
Boldrin, A., & Mason, L. (2009). Distinguishing between knowledge and beliefs: Students’ epistemic criteria for differentiating. Instructional Science, 37 (2) 107-127.
Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100 (2), 291-309.
Mason, L., & Boldrin, A. (2008). Epistemic metacognition in the context of information searching on the Web. In M. S. Khine (Ed), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. 377-404). New York: Springer.
Mason, L. (2007). Introduction: Bridging the cognitive and sociocultural approaches in research on conceptual change. Is it feasible? Educational Psychologist, 41 (1), 1-7.
Mason, L., & Gava, M. (2007). Effects of epistemological beliefs and learning text structure on conceptual change. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 165-196). Oxford, UK: Elsevier
Boldrin, A., Mason L. (2007). Conoscenze e credenze sono percepite come due costrutti differenti. Criteri epistemologici di distinzione in studenti di diverso livello scolare. Giornale Italiano di Psicologia.
Mason, L., & Scirica F. (2006), Prediction of students’ argumentation skills about controversial topics by epistemological understanding, Learning and Instruction, 16 (5), 492-509.
Mason, L., Scirica, F., & Salvi, L. (2006). Effects of beliefs about meaning construction and task instructions on interpretation of narrative text. Contemporary Educational Psychology, 31 (4), 411-437.
Mason L., Boldrin A., & Zurlo G. (2006). Epistemological understanding in different judgment domains: Relationships with gender, grade level, and curriculum. International Journal of Educational Research, 45 (1-2), 43-56.
Mason, L. (2006). Psicologia dell'apprendimento e dell'istruzione. Bologna: Il Mulino.
Murphy, P.K, & Mason, L. (2006). Changing knowledge and beliefs. In P.A. Alexander & P.H. Winne (Eds.), Handbook of Educational Psychology. Mahwah, NJ: Lawrence Erlbaum Associates.
Mason, L. (2004). Fostering understanding by structural alignment as a route to analogical learning. Instructional Science, 32 (4), 298-318.
Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29 (2), 103-128.
Mason, L., & Scrivani, L. (2004). Enhancing students’ mathematical beliefs: An intervention study. Learning and Instruction, 14 (2), 153-176.
Mason L. (2003), Personal epistemologies and intentional conceptual change, in G.M. Sinatra & P.R. Pintrich (Eds.), Intentional conceptual change (pp. 199-236), Mahwah (NJ), Lawrence Erlbaum Associates.
Mason L. (2003), High school students’ beliefs about maths, mathematical problem solving and their achievement in maths: a cross-sectional study. Educational Psychology, 23 (1), 73-85.
Mason L. (2002), Developing epistemological thinking to foster conceptual changes in different domains, in M. Limón & L. Mason (Eds.), Riconsidering conceptual change. Issues in theory and practice (pp. 301-336), Dordrecht (NL), Kluwer.
Boscolo P., Mason L. (2001), Writing to learn, writing to transfer, in P. Tynjala, L. Mason, & K. Lonka (Eds.), Writing as a learning tool: Integrating theory and practice (pp. 83-104), Dordrecht (NL), Kluwer.
Mason L. (2001), Veritŕ e certezze. Natura e sviluppo delle epistemologie ingenue, Roma, Carocci.
Mason L. (2001), Responses to anomalous data and theory change. Learning and Instruction, 11 (6), 453-483.
Mason L. (2000), Role of anomalous data and epistemological beliefs in middle school students’ theory change about two controversial topics, European Journal of Psychology of Education, 15 (3), 329-346.
Mason L., Boscolo P. (2000), Writing and conceptual change. What changes? Instructional Science, 28 (3), 199-226.
Mason L. (1999), Concettualizzazione e insegnamento, in C. Pontecorvo (a cura di), Manuale di psicologia dell'educazione (pp. 243-270), Bologna, Il Mulino.
Mason L. (1998), Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse. Instructional Science, 25 (5), 359-389.
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