In this sense, the teachers' beliefs, conceptions and approaches to the use of technologies are decisive for the success of this process (Englund, Olofsson, & Price, 2016).
This study focused on students' conceptions of and approaches to learning through face-to-face and online discussions.
In this context, studies have been conducted to investigate students' conceptions of assessment approaches and purposes, as there is evidence that these will affect their learning and ultimately their achievement.
The first is that student learning is mediated by an array of factors, including students' conceptions of and approaches to learning (Prosser and Trigwell, 1999), motivation and ability to self-regulate learning (Zimmerman et al., 1992), and perceptions of the learning environment (Trigwell and Prosser, 1991; Gijbels et al., 2008).
Rather than measuring learning outcome as performance, in phenomenographic studies, we are measuring learning outcomes as change in conceptions of or approach to the learning object (Micari et al. 2007).
Our qualitative and quantitative data corroborates the following design principles: (i) use of popular science texts; (ii) contextualization with regard to students' everyday experience; (iii) construction of a cooperative learning process; (iv) survey and work with students' alternative conceptions; (v) hierarchical approach to different organization levels in living organisms.
The three authors participated in the design of the different experimental approaches, the conception of the different tools, and the data analysis.
Benefits might also arise from combining the German tradition of practically relevant normative accounting research with the theoretical conceptions and qualitative empirical approaches of interpretive or critical research.
The theoretical and didactic assumption of this project was that before the theory's study, a mastery of these concepts could make easier a meaningful learning by improving learners' ability to think about evolution, by changing their approaches and conceptions, beginning from previous beliefs and knowledge.
Conceptions of biology and approaches to learning of first year biology students: introducing a technique for tracking changes in learner profiles over time.
