As context for these studies and for further discussion of the literature on assessing students' conceptions and the use of concept inventories, please see the following: Klymkowsky, M. W., and Garvin-Doxas, K. (2008).
This study focused on students' conceptions of and approaches to learning through face-to-face and online discussions.
This study uses a sequential mixed methods design to investigate students' conceptions about the purposes of assessment and their definitions of assessment.
It is therefore important to investigate whether these changes are also reflected in the students' conceptions and expectations of the programme over time.
This article addresses the issue by investigating students' conceptions of IR know-how and its implications for designing learning environments for IR.
This study explored 2475 Israeli students' conceptions of good teaching and examined the relationship between these conceptions and students' background characteristics.
This paper presents a phenomenographic study investigating university students' conceptions of Online Collaborative Writing (OCW) and of an effective learning environment for OCW tasks.
The instructional goal of the learning situation was to develop the students' conceptions of solubility, the activity itself involved collaborative inquiry and experimentation.
The analysis adopted a phenomenographic approach, leading to the construction of categories for students' conceptions of and approaches to learning through discussions and the testing of associations between conceptions, approaches and course outcomes.
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.
Data were collected using an internet survey designed to measure students' conceptions regarding five teaching dimensions referring to goals to be achieved, long-term student development, teaching methods, relations with students, and assessment.
