Lutfieh Rabbani
Biographic Data
| ID | 7830872 |
|---|---|
| NAME | Lutfieh Rabbani |
| GIVEN NAMES | Lutfieh |
| FAMILY NAME | Rabbani |
| SIGNATURE | RABBANI L |
| AFFILIATIONS | United Arab Emirates University |
| ORCID | 0000-0003-2170-1554 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Fostering student engagement with criticism feedback
Criticism, or critical feedback, is considered rich bits of information about the student’s weaknesses, thinking, and learning. Despite its importance as part of formative assessment processes, this type of feedback is especially challenging for teachers to communicate as well as for students to uptake. The current conceptual analysis therefore highlights the substantial role that criticism plays in advancing students’ learning and progress. It p…
Early years education teachers’ perceptions of nature of science
Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to …
Toward Understanding Science as a Whole
Nature of science (NOS) is a global conception of the infrastructure of science and, therefore, forms the foundation for teaching and learning science, especially for preservice teachers who are expected to have the proper understanding of NOS to thoughtfully emphasize NOS within their instruction to students. However, studies investigating UAE science preservice teachers’ views of NOS through the macro-lens of the Reconceptualized Family Resembl…
Magnifying the Scope of Nature of Science (NOS) Toward the Whole
No prominent works on this page.
Early years education teachers’ perceptions of nature of science
Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to …
Toward Understanding Science as a Whole
Nature of science (NOS) is a global conception of the infrastructure of science and, therefore, forms the foundation for teaching and learning science, especially for preservice teachers who are expected to have the proper understanding of NOS to thoughtfully emphasize NOS within their instruction to students. However, studies investigating UAE science preservice teachers’ views of NOS through the macro-lens of the Reconceptualized Family Resembl…
Magnifying the Scope of Nature of Science (NOS) Toward the Whole
Fostering student engagement with criticism feedback
Criticism, or critical feedback, is considered rich bits of information about the student’s weaknesses, thinking, and learning. Despite its importance as part of formative assessment processes, this type of feedback is especially challenging for teachers to communicate as well as for students to uptake. The current conceptual analysis therefore highlights the substantial role that criticism plays in advancing students’ learning and progress. It p…
Mathematics education (4 works) · Psychology (4 works) · Education and Critical Thinking Development (3 works) · Educational Strategies and Epistemologies (3 works) · Nature of Science (3 works) · Pedagogy (3 works) · Political science (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Sociology (3 works)