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Three Drivers of Conceptual Change in Science: Hybrid Assessment, Motivation, and Collaboration to Support Science Learning - Softcover
Inhaltsangabe
This book, which falls within the field of science education, examines the conditions that foster conceptual change in learners. More specifically, it analyzes the role of motivation, collaborative work, and hybrid assessment in the understanding and lasting mastery of scientific concepts.Drawing on theoretical foundations and two experiments conducted in Moroccan secondary schools, it highlights the effects, limitations, and conditions for the success of these pedagogical approaches. In particular, it demonstrates how student engagement, the challenge of initial conceptions, peer interactions, and regular feedback can contribute to improving science learning.Intended for trainers at the Regional Centers for Education and Training Professions (CRMEFs), student teachers, and science teachers, this book offers scientific guidelines, pedagogical approaches, and practical recommendations that can be directly applied in training and in the classroom. It can thus serve as a reference tool for initial and continuing education within the CRMEFs.
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Über die Autorin bzw. den Autor
Sara FATHI, promovierte Didaktikerin der Naturwissenschaften, ist seit 2013 Lehrerin für Biologie und Geowissenschaften. Ihre Forschungsschwerpunkte sind konzeptioneller Wandel, digitale Medien, Motivation, Zusammenarbeit und Lernbewertung.
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Three Drivers of Conceptual Change in Science (Paperback)
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Paperback. Zustand: new. Paperback. This book, which falls within the field of science education, examines the conditions that foster conceptual change in learners. More specifically, it analyzes the role of motivation, collaborative work, and hybrid assessment in the understanding and lasting mastery of scientific concepts.Drawing on theoretical foundations and two experiments conducted in Moroccan secondary schools, it highlights the effects, limitations, and conditions for the success of these pedagogical approaches. In particular, it demonstrates how student engagement, the challenge of initial conceptions, peer interactions, and regular feedback can contribute to improving science learning.Intended for trainers at the Regional Centers for Education and Training Professions (CRMEFs), student teachers, and science teachers, this book offers scientific guidelines, pedagogical approaches, and practical recommendations that can be directly applied in training and in the classroom. It can thus serve as a reference tool for initial and continuing education within the CRMEFs. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Bestandsnummer des Verkäufers 9786630421910
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Three Drivers of Conceptual Change in Science
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Our Knowledge Publishing Aug 2026, 2026
ISBN 10: 6630421914
ISBN 13: 9786630421910
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Three Drivers of Conceptual Change in Science : Hybrid Assessment, Motivation, and Collaboration to Support Science Learning
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Taschenbuch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book, which falls within the field of science education, examines the conditions that foster conceptual change in learners. More specifically, it analyzes the role of motivation, collaborative work, and hybrid assessment in the understanding and lasting mastery of scientific concepts.Drawing on theoretical foundations and two experiments conducted in Moroccan secondary schools, it highlights the effects, limitations, and conditions for the success of these pedagogical approaches. In particular, it demonstrates how student engagement, the challenge of initial conceptions, peer interactions, and regular feedback can contribute to improving science learning.Intended for trainers at the Regional Centers for Education and Training Professions (CRMEFs), student teachers, and science teachers, this book offers scientific guidelines, pedagogical approaches, and practical recommendations that can be directly applied in training and in the classroom. It can thus serve as a reference tool for initial and continuing education within the CRMEFs. Bestandsnummer des Verkäufers 9786630421910
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Paperback. Zustand: new. Paperback. This book, which falls within the field of science education, examines the conditions that foster conceptual change in learners. More specifically, it analyzes the role of motivation, collaborative work, and hybrid assessment in the understanding and lasting mastery of scientific concepts.Drawing on theoretical foundations and two experiments conducted in Moroccan secondary schools, it highlights the effects, limitations, and conditions for the success of these pedagogical approaches. In particular, it demonstrates how student engagement, the challenge of initial conceptions, peer interactions, and regular feedback can contribute to improving science learning.Intended for trainers at the Regional Centers for Education and Training Professions (CRMEFs), student teachers, and science teachers, this book offers scientific guidelines, pedagogical approaches, and practical recommendations that can be directly applied in training and in the classroom. It can thus serve as a reference tool for initial and continuing education within the CRMEFs. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Bestandsnummer des Verkäufers 9786630421910
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Three Drivers of Conceptual Change in Science | Hybrid Assessment, Motivation, and Collaboration to Support Science Learning
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Taschenbuch. Zustand: Neu. Three Drivers of Conceptual Change in Science | Hybrid Assessment, Motivation, and Collaboration to Support Science Learning | Sara Fathi (u. a.) | Taschenbuch | Englisch | 2026 | Our Knowledge Publishing | EAN 9786630421910 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu Print on Demand. Bestandsnummer des Verkäufers 136391199
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