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You searched for +publisher:"University of Arizona" +contributor:("Harris, Christopher"). Showing records 1 – 8 of 8 total matches.

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University of Arizona

1. Wenger, Matthew C. Free-Choice Family Learning Experiences at Informal Astronomy Observing Events .

Degree: 2011, University of Arizona

 This qualitative study is an exploratory look at family experiences at night time telescope observing events, often called star parties. Four families participated in this… (more)

Subjects/Keywords: Free-Choice; Informal; Star Party; Telescopes; Teaching & Teacher Education; Families; Family

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APA (6th Edition):

Wenger, M. C. (2011). Free-Choice Family Learning Experiences at Informal Astronomy Observing Events . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/202938

Chicago Manual of Style (16th Edition):

Wenger, Matthew C. “Free-Choice Family Learning Experiences at Informal Astronomy Observing Events .” 2011. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/202938.

MLA Handbook (7th Edition):

Wenger, Matthew C. “Free-Choice Family Learning Experiences at Informal Astronomy Observing Events .” 2011. Web. 17 Jun 2019.

Vancouver:

Wenger MC. Free-Choice Family Learning Experiences at Informal Astronomy Observing Events . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/202938.

Council of Science Editors:

Wenger MC. Free-Choice Family Learning Experiences at Informal Astronomy Observing Events . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/202938


University of Arizona

2. Buxner, Sanlyn Rebecca. Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity .

Degree: 2010, University of Arizona

 Education reform in the U.S. promotes the teaching of inquiry in science to help students understand how science is done and to increase constructivist, student… (more)

Subjects/Keywords: Identity; Professional Development; Research Experiences for Teacher; Science Teachers; Scientific Inquiry and Nature of Science; Value

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APA (6th Edition):

Buxner, S. R. (2010). Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195355

Chicago Manual of Style (16th Edition):

Buxner, Sanlyn Rebecca. “Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity .” 2010. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/195355.

MLA Handbook (7th Edition):

Buxner, Sanlyn Rebecca. “Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity .” 2010. Web. 17 Jun 2019.

Vancouver:

Buxner SR. Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/195355.

Council of Science Editors:

Buxner SR. Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195355


University of Arizona

3. Schaub, Elsa Nunes. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .

Degree: 2014, University of Arizona

 This study explores the influence of mentor teachers in the meanings and practices that two elementary preservice teachers adopted about eliciting and using student ideas,… (more)

Subjects/Keywords: learning-to-teach contexts; mentoring; preservice teacher learning; student ideas; Teaching & Teacher Education; elementary science teacher preparation

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APA (6th Edition):

Schaub, E. N. (2014). Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/319899

Chicago Manual of Style (16th Edition):

Schaub, Elsa Nunes. “Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .” 2014. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/319899.

MLA Handbook (7th Edition):

Schaub, Elsa Nunes. “Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings .” 2014. Web. 17 Jun 2019.

Vancouver:

Schaub EN. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/319899.

Council of Science Editors:

Schaub EN. Learning to Use Student Ideas in Elementary Science Teaching: The Influence of Mentor Teachers in Preservice Teachers' Developing Meanings . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/319899


University of Arizona

4. Richwine, Pebble Lea. The Impact of Authentic Science Inquiry Experiences Studying Variable Stars on High School Students' Knowledge and Attitudes about Science and Astronomy and Beliefs Regarding the Nature of Science .

Degree: 2007, University of Arizona

 The purpose of this concurrent mixed methods study was to investigate the impact on high school students' knowledge and attitudes regarding astronomy and beliefs about… (more)

Subjects/Keywords: authentic inquiry; variable stars; astronomy education; inquiry; astronomy knowledge

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APA (6th Edition):

Richwine, P. L. (2007). The Impact of Authentic Science Inquiry Experiences Studying Variable Stars on High School Students' Knowledge and Attitudes about Science and Astronomy and Beliefs Regarding the Nature of Science . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194456

Chicago Manual of Style (16th Edition):

Richwine, Pebble Lea. “The Impact of Authentic Science Inquiry Experiences Studying Variable Stars on High School Students' Knowledge and Attitudes about Science and Astronomy and Beliefs Regarding the Nature of Science .” 2007. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/194456.

MLA Handbook (7th Edition):

Richwine, Pebble Lea. “The Impact of Authentic Science Inquiry Experiences Studying Variable Stars on High School Students' Knowledge and Attitudes about Science and Astronomy and Beliefs Regarding the Nature of Science .” 2007. Web. 17 Jun 2019.

Vancouver:

Richwine PL. The Impact of Authentic Science Inquiry Experiences Studying Variable Stars on High School Students' Knowledge and Attitudes about Science and Astronomy and Beliefs Regarding the Nature of Science . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/194456.

Council of Science Editors:

Richwine PL. The Impact of Authentic Science Inquiry Experiences Studying Variable Stars on High School Students' Knowledge and Attitudes about Science and Astronomy and Beliefs Regarding the Nature of Science . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/194456


University of Arizona

5. Offerdahl, Erika Gudrun. The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth .

Degree: 2008, University of Arizona

 The objectives of this study were to (1) characterize the nature of biochemistry faculty members' "instructor thinking" with regard to teaching upper-level, large-lecture biochemistry courses,… (more)

Subjects/Keywords: assessment; cognition; higher education; instructor thinking; teaching practice; faculty beliefs

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APA (6th Edition):

Offerdahl, E. G. (2008). The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194216

Chicago Manual of Style (16th Edition):

Offerdahl, Erika Gudrun. “The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth .” 2008. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/194216.

MLA Handbook (7th Edition):

Offerdahl, Erika Gudrun. “The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth .” 2008. Web. 17 Jun 2019.

Vancouver:

Offerdahl EG. The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth . [Internet] [Doctoral dissertation]. University of Arizona; 2008. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/194216.

Council of Science Editors:

Offerdahl EG. The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth . [Doctoral Dissertation]. University of Arizona; 2008. Available from: http://hdl.handle.net/10150/194216


University of Arizona

6. Rooks, Deborah Lynn. Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom .

Degree: 2009, University of Arizona

 The purpose of this study was to examine instructional experiences of students with visual impairment in an guided inquiry-based science classroom. Drawing from social constructive… (more)

Subjects/Keywords: conceptual change; guided inquiry; middle school students; science education; special education; visually impaired

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APA (6th Edition):

Rooks, D. L. (2009). Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194503

Chicago Manual of Style (16th Edition):

Rooks, Deborah Lynn. “Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom .” 2009. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/194503.

MLA Handbook (7th Edition):

Rooks, Deborah Lynn. “Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom .” 2009. Web. 17 Jun 2019.

Vancouver:

Rooks DL. Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/194503.

Council of Science Editors:

Rooks DL. Science for All: Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-based Classroom . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194503


University of Arizona

7. Travers, Karen Ann. Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester .

Degree: 2008, University of Arizona

 The purpose of this study was to better understand the nature of the contribution of the mentor teacher and the methods instructor in the development… (more)

Subjects/Keywords: Elementary; Field-based Teacher Preparation; Science Teacher Preparation; Teacher Preparation

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APA (6th Edition):

Travers, K. A. (2008). Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194976

Chicago Manual of Style (16th Edition):

Travers, Karen Ann. “Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester .” 2008. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/194976.

MLA Handbook (7th Edition):

Travers, Karen Ann. “Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester .” 2008. Web. 17 Jun 2019.

Vancouver:

Travers KA. Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester . [Internet] [Doctoral dissertation]. University of Arizona; 2008. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/194976.

Council of Science Editors:

Travers KA. Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester . [Doctoral Dissertation]. University of Arizona; 2008. Available from: http://hdl.handle.net/10150/194976


University of Arizona

8. JO, SON MI. A Study of Korean Students' Creativity in Science Using Structural Equation Modeling .

Degree: 2009, University of Arizona

 Through the review of creativity research I have found that studies lack certain crucial parts: a) a theoretical framework for the study of creativity in… (more)

Subjects/Keywords: Creativity; Science; STRUCTURAL EQUATION MODELING

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APA (6th Edition):

JO, S. M. (2009). A Study of Korean Students' Creativity in Science Using Structural Equation Modeling . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193568

Chicago Manual of Style (16th Edition):

JO, SON MI. “A Study of Korean Students' Creativity in Science Using Structural Equation Modeling .” 2009. Doctoral Dissertation, University of Arizona. Accessed June 17, 2019. http://hdl.handle.net/10150/193568.

MLA Handbook (7th Edition):

JO, SON MI. “A Study of Korean Students' Creativity in Science Using Structural Equation Modeling .” 2009. Web. 17 Jun 2019.

Vancouver:

JO SM. A Study of Korean Students' Creativity in Science Using Structural Equation Modeling . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10150/193568.

Council of Science Editors:

JO SM. A Study of Korean Students' Creativity in Science Using Structural Equation Modeling . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/193568

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