Cognitive-Dissonance-Based Educational Methodological Innovation for a Conceptual Change to Increase Institutional Confidence and Learning Motivation
The aim of this study was to investigate the application of cognitive-dissonance-based educational methodological innovation to enhance conceptual correction, motivation to learn and institutional confidence, synthesizing educational theory and policy perspectives. The research was based on a pilot...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-03-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/3/378 |
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