Manuel Bächtold
Biographic Data
| ID | 6403539 |
|---|---|
| NAME | Manuel Bächtold |
| GIVEN NAMES | Manuel |
| FAMILY NAME | Bächtold |
| SIGNATURE | BÄCHTOLD M |
| AFFILIATIONS | Université de Montpellier |
| ORCID | 0000-0002-8659-5177 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Engagement in a dialogic activity after watching a video on climate change has an effect on students’ mitigation action beliefs
Videos can be a valuable resource for learning about climate change and stimulating deliberative discussion on the actions to mitigate it. This quasi-experimental study aimed to investigate the effects of combining video watching with a dialogic activity, and the specific contributions of these two activities, on students’ knowledge, beliefs about mitigation actions, and self-reported pro-environmental behaviour. The dialogic activity involved st…
Active learning in authentic conditions has a positive effect on first-year student success
A number of studies, both in science education and in the humanities and social sciences, have shown that active learning has a more positive effect on student performance than direct instruction. As these studies were experimental or quasi-experimental, they compared ideal interventions designed and controlled by researchers. The present study aimed to measure the effects of active learning on student success under authentic conditions, by exami…
Predicting performance in exams and deep approach to learning in first year university students
This study calls for a broadening of the perspective on academic success. While passing exams is an essential objective of higher education, it should not overshadow another important objective which is the development of students’ skills, such as becoming curious, autonomous and reflective in the learning process. This study used Academic Performance in Exams (APE) and Deep Approach to Learning (DAL) as measures related to these two objectives. …
Des profils « académiques » d’étudiants différents à l’entrée en université
Dans le prolongement de nombreux travaux sur la réussite universitaire et la transition psychosociale d’étudiants entrant à l’université, nous avons fait le choix d’aborder celle-ci sous l’angle de la caractérisation de ces étudiants sous forme de profils psycho-cognitifs. Ainsi, c’est par la combinaison de dimensions telles que la motivation, l’approche de l’apprentissage en profondeur et les croyances épistémiques dont on connaît désormais l’in…
The relationships between the practice of different scientific activities and students’ scientific knowledge, inquiry skills, view of the nature of science and attitude towards science
Data from PISA and TIMSS have recently fuelled the debate on the efficacy of Inquiry-Based Science Teaching (IBST). Some analyses of these data show that the effects of different scientific activities related to IBST carried out with students vary according to the frequency of their implementation. Extending this research, the present study focuses on several scientific activities (Conception, Problem, Hypothesis, Model, Manipulation, Discussion-…
Direct instruction or active learning? The spectrum of first-year university teaching practices
This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal component analysis reveals a continuous spectrum of varied practices, distinguished by a combination…
Effects of motivation, evaluativism, and perceived social support on deep approach to learning at university
Combining debates and reflective activities to develop students' argumentation on socioscientific issues
This study aimed to investigate the evolution of students' written argumentation on socioscientific issues (SSIs) during a sequence combining two teaching strategies: debate practice on SSIs and reflective activities on the argumentation produced by students. The quality of their argumentation was assessed considering a set of norms characterizing argumentation practice on SSIs: three generic norms (i.e., justification, others, and questioning no…
Students’ beliefs and attitudes towards cooperative learning, and their relationship to motivation and approach to learning
This study investigates the beliefs and attitudes about group work of students entering their first year of university and beginning a training program based on cooperative learning activities. Its objective is to determine the extent to which these beliefs and attitudes depend on students’ prior experience with group work, their motivation for studying, and their approach to learning. The study is based on the responses of 172 first-year univers…
Les fondements constructivistes de l’enseignement des sciences basé sur l’investigation
Cet article explore les fondements théoriques du « constructivisme » et du « socio-constructivisme » qui sous-tendent la conception de l’enseignement des sciences basé sur l’investigation. Le travail de synthèse proposé vise à démêler les multiples sources d’influence de cette approche en didactique des sciences, lesquelles proviennent, pour une part, du domaine de la psychologie du développement cognitif, et pour une autre part, de celui de l’ép…
Epistémologie et didactique de la physique
Ce numéro de Tréma vise à interroger la suprématie du constructivisme en didactique des sciences et, en particulier, en didactique de la physique. Ce courant de pensée repose sur une certaine conception de l’apprentissage. Le noyau de cette conception, qui se retrouve dans les multiples variantes du constructivisme, peut être formulé ainsi : pour apprendre de nouvelles connaissances, les élèves doivent s’impliquer activement sur plan intellectuel…
L'espace dans ses dimensions transcendantale et pragmatiste
International audience
Are all measurement outcomes “classical”
L'espace dans ses dimensions transcendantale et pragmatiste
International audience
Are all measurement outcomes “classical”
L'espace dans ses dimensions transcendantale et pragmatiste
International audience
Les fondements constructivistes de l’enseignement des sciences basé sur l’investigation
Cet article explore les fondements théoriques du « constructivisme » et du « socio-constructivisme » qui sous-tendent la conception de l’enseignement des sciences basé sur l’investigation. Le travail de synthèse proposé vise à démêler les multiples sources d’influence de cette approche en didactique des sciences, lesquelles proviennent, pour une part, du domaine de la psychologie du développement cognitif, et pour une autre part, de celui de l’ép…
Epistémologie et didactique de la physique
Ce numéro de Tréma vise à interroger la suprématie du constructivisme en didactique des sciences et, en particulier, en didactique de la physique. Ce courant de pensée repose sur une certaine conception de l’apprentissage. Le noyau de cette conception, qui se retrouve dans les multiples variantes du constructivisme, peut être formulé ainsi : pour apprendre de nouvelles connaissances, les élèves doivent s’impliquer activement sur plan intellectuel…
Combining debates and reflective activities to develop students' argumentation on socioscientific issues
This study aimed to investigate the evolution of students' written argumentation on socioscientific issues (SSIs) during a sequence combining two teaching strategies: debate practice on SSIs and reflective activities on the argumentation produced by students. The quality of their argumentation was assessed considering a set of norms characterizing argumentation practice on SSIs: three generic norms (i.e., justification, others, and questioning no…
Students’ beliefs and attitudes towards cooperative learning, and their relationship to motivation and approach to learning
This study investigates the beliefs and attitudes about group work of students entering their first year of university and beginning a training program based on cooperative learning activities. Its objective is to determine the extent to which these beliefs and attitudes depend on students’ prior experience with group work, their motivation for studying, and their approach to learning. The study is based on the responses of 172 first-year univers…
The relationships between the practice of different scientific activities and students’ scientific knowledge, inquiry skills, view of the nature of science and attitude towards science
Data from PISA and TIMSS have recently fuelled the debate on the efficacy of Inquiry-Based Science Teaching (IBST). Some analyses of these data show that the effects of different scientific activities related to IBST carried out with students vary according to the frequency of their implementation. Extending this research, the present study focuses on several scientific activities (Conception, Problem, Hypothesis, Model, Manipulation, Discussion-…
Direct instruction or active learning? The spectrum of first-year university teaching practices
This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal component analysis reveals a continuous spectrum of varied practices, distinguished by a combination…
Effects of motivation, evaluativism, and perceived social support on deep approach to learning at university
Predicting performance in exams and deep approach to learning in first year university students
This study calls for a broadening of the perspective on academic success. While passing exams is an essential objective of higher education, it should not overshadow another important objective which is the development of students’ skills, such as becoming curious, autonomous and reflective in the learning process. This study used Academic Performance in Exams (APE) and Deep Approach to Learning (DAL) as measures related to these two objectives. …
Des profils « académiques » d’étudiants différents à l’entrée en université
Dans le prolongement de nombreux travaux sur la réussite universitaire et la transition psychosociale d’étudiants entrant à l’université, nous avons fait le choix d’aborder celle-ci sous l’angle de la caractérisation de ces étudiants sous forme de profils psycho-cognitifs. Ainsi, c’est par la combinaison de dimensions telles que la motivation, l’approche de l’apprentissage en profondeur et les croyances épistémiques dont on connaît désormais l’in…
Engagement in a dialogic activity after watching a video on climate change has an effect on students’ mitigation action beliefs
Videos can be a valuable resource for learning about climate change and stimulating deliberative discussion on the actions to mitigate it. This quasi-experimental study aimed to investigate the effects of combining video watching with a dialogic activity, and the specific contributions of these two activities, on students’ knowledge, beliefs about mitigation actions, and self-reported pro-environmental behaviour. The dialogic activity involved st…
Active learning in authentic conditions has a positive effect on first-year student success
A number of studies, both in science education and in the humanities and social sciences, have shown that active learning has a more positive effect on student performance than direct instruction. As these studies were experimental or quasi-experimental, they compared ideal interventions designed and controlled by researchers. The present study aimed to measure the effects of active learning on student success under authentic conditions, by exami…
Psychology (8 works) · Mathematics education (7 works) · Educational Strategies and Epistemologies (5 works) · Philosophy (5 works) · Innovative Teaching and Learning Methods (4 works) · Online and Blended Learning (4 works) · Epistemology (3 works) · Higher education (3 works) · Pedagogy (3 works) · Physics (3 works)