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You searched for +publisher:"University of Iowa" +contributor:("Hand, Brian "). Showing records 1 – 18 of 18 total matches.

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University of Iowa

1. Bennett, William Drew. Multimodal representation contributes to the complex development of science literacy in a college biology class.

Degree: PhD, Science Education, 2011, University of Iowa

  This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and… (more)

Subjects/Keywords: Multimodal Representation; Science Literacy; Science and Mathematics Education

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APA (6th Edition):

Bennett, W. D. (2011). Multimodal representation contributes to the complex development of science literacy in a college biology class. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1203

Chicago Manual of Style (16th Edition):

Bennett, William Drew. “Multimodal representation contributes to the complex development of science literacy in a college biology class.” 2011. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/1203.

MLA Handbook (7th Edition):

Bennett, William Drew. “Multimodal representation contributes to the complex development of science literacy in a college biology class.” 2011. Web. 17 Feb 2019.

Vancouver:

Bennett WD. Multimodal representation contributes to the complex development of science literacy in a college biology class. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/1203.

Council of Science Editors:

Bennett WD. Multimodal representation contributes to the complex development of science literacy in a college biology class. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1203


University of Iowa

2. Notebaert, Andrew John. Student perceptions about learning anatomy.

Degree: PhD, Science Education, 2009, University of Iowa

  This research study was conducted to examine student perceptions about learning anatomy and to explore how these perceptions shape the learning experience. This study… (more)

Subjects/Keywords: anatomy education; approaches to learning; mixed method; Science and Mathematics Education

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APA (6th Edition):

Notebaert, A. J. (2009). Student perceptions about learning anatomy. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/312

Chicago Manual of Style (16th Edition):

Notebaert, Andrew John. “Student perceptions about learning anatomy.” 2009. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/312.

MLA Handbook (7th Edition):

Notebaert, Andrew John. “Student perceptions about learning anatomy.” 2009. Web. 17 Feb 2019.

Vancouver:

Notebaert AJ. Student perceptions about learning anatomy. [Internet] [Doctoral dissertation]. University of Iowa; 2009. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/312.

Council of Science Editors:

Notebaert AJ. Student perceptions about learning anatomy. [Doctoral Dissertation]. University of Iowa; 2009. Available from: https://ir.uiowa.edu/etd/312


University of Iowa

3. Tseng, Ching-mei. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms.

Degree: PhD, Teaching and Learning, 2014, University of Iowa

  Critical Thinking has been identified in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as skills needed to prepare students… (more)

Subjects/Keywords: Argument-Based Inquiry; Critical Thinking; Science Eduction; Science Writing Huristic; Students Growth; Education

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APA (6th Edition):

Tseng, C. (2014). The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4776

Chicago Manual of Style (16th Edition):

Tseng, Ching-mei. “The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms.” 2014. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/4776.

MLA Handbook (7th Edition):

Tseng, Ching-mei. “The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms.” 2014. Web. 17 Feb 2019.

Vancouver:

Tseng C. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms. [Internet] [Doctoral dissertation]. University of Iowa; 2014. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/4776.

Council of Science Editors:

Tseng C. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms. [Doctoral Dissertation]. University of Iowa; 2014. Available from: https://ir.uiowa.edu/etd/4776


University of Iowa

4. Benus, Matthew J. The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry.

Degree: PhD, Science Education, 2011, University of Iowa

  The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom… (more)

Subjects/Keywords: Argument based inquiry; Dialogue; Science Argumentation; Science Writing Heuristic; Science and Mathematics Education

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APA (6th Edition):

Benus, M. J. (2011). The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/2673

Chicago Manual of Style (16th Edition):

Benus, Matthew J. “The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry.” 2011. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/2673.

MLA Handbook (7th Edition):

Benus, Matthew J. “The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry.” 2011. Web. 17 Feb 2019.

Vancouver:

Benus MJ. The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/2673.

Council of Science Editors:

Benus MJ. The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/2673


University of Iowa

5. Çikmaz, Ali. Examining two Turkish teachers' questioning patterns in secondary school science classrooms.

Degree: MS, Teaching and Learning, 2014, University of Iowa

  This study examined low and high level teachers' questioning patterns and classroom implementations within an argument-based inquiry approach known as the Science Writing Heuristic… (more)

Subjects/Keywords: publicabstract; argumentation; questioning; science teaching; teacher education; Teacher Education and Professional Development

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APA (6th Edition):

Çikmaz, A. (2014). Examining two Turkish teachers' questioning patterns in secondary school science classrooms. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1442

Chicago Manual of Style (16th Edition):

Çikmaz, Ali. “Examining two Turkish teachers' questioning patterns in secondary school science classrooms.” 2014. Masters Thesis, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/1442.

MLA Handbook (7th Edition):

Çikmaz, Ali. “Examining two Turkish teachers' questioning patterns in secondary school science classrooms.” 2014. Web. 17 Feb 2019.

Vancouver:

Çikmaz A. Examining two Turkish teachers' questioning patterns in secondary school science classrooms. [Internet] [Masters thesis]. University of Iowa; 2014. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/1442.

Council of Science Editors:

Çikmaz A. Examining two Turkish teachers' questioning patterns in secondary school science classrooms. [Masters Thesis]. University of Iowa; 2014. Available from: https://ir.uiowa.edu/etd/1442


University of Iowa

6. Pinney, Brian Robert John. Characterizing the changes in student discussion after teacher questions with changing grade level.

Degree: MS, Education, 2010, University of Iowa

  This study characterizes teacher questions in order to look at student discussion resulting from those questions in whole class discussion of claims and evidence… (more)

Subjects/Keywords: Student Discussion; Teacher Questioning; Education

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APA (6th Edition):

Pinney, B. R. J. (2010). Characterizing the changes in student discussion after teacher questions with changing grade level. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/573

Chicago Manual of Style (16th Edition):

Pinney, Brian Robert John. “Characterizing the changes in student discussion after teacher questions with changing grade level.” 2010. Masters Thesis, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/573.

MLA Handbook (7th Edition):

Pinney, Brian Robert John. “Characterizing the changes in student discussion after teacher questions with changing grade level.” 2010. Web. 17 Feb 2019.

Vancouver:

Pinney BRJ. Characterizing the changes in student discussion after teacher questions with changing grade level. [Internet] [Masters thesis]. University of Iowa; 2010. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/573.

Council of Science Editors:

Pinney BRJ. Characterizing the changes in student discussion after teacher questions with changing grade level. [Masters Thesis]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/573


University of Iowa

7. Jang, Jeong Yoon. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

  This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Jang, J. Y. (2011). The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1232

Chicago Manual of Style (16th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/1232.

MLA Handbook (7th Edition):

Jang, Jeong Yoon. “The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach.” 2011. Web. 17 Feb 2019.

Vancouver:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/1232.

Council of Science Editors:

Jang JY. The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1232


University of Iowa

8. Seo, Kyungwoon. Representation as a language of scientific practice: exploring students’ views on the use of representation and the linkage to understanding of scientific models.

Degree: PhD, Science Education, 2016, University of Iowa

  The purpose of this study was to explore how students view the use of representation in science classroom. Representation, as a disciplinary language of… (more)

Subjects/Keywords: Instrument Development; Model-based Learning; Modelling; Models; Representation; Scientific Practice; Science and Mathematics Education

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APA (6th Edition):

Seo, K. (2016). Representation as a language of scientific practice: exploring students’ views on the use of representation and the linkage to understanding of scientific models. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6281

Chicago Manual of Style (16th Edition):

Seo, Kyungwoon. “Representation as a language of scientific practice: exploring students’ views on the use of representation and the linkage to understanding of scientific models.” 2016. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/6281.

MLA Handbook (7th Edition):

Seo, Kyungwoon. “Representation as a language of scientific practice: exploring students’ views on the use of representation and the linkage to understanding of scientific models.” 2016. Web. 17 Feb 2019.

Vancouver:

Seo K. Representation as a language of scientific practice: exploring students’ views on the use of representation and the linkage to understanding of scientific models. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/6281.

Council of Science Editors:

Seo K. Representation as a language of scientific practice: exploring students’ views on the use of representation and the linkage to understanding of scientific models. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/6281


University of Iowa

9. Keles, Nurcan. Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels.

Degree: PhD, Teaching and Learning, 2016, University of Iowa

  This study was designed to examine the effect of Science Writing Heuristic Approach on Students’ Learning of Multimodal Representations across 4th Grade to 8the… (more)

Subjects/Keywords: Argument Based Inquiry; Multimodal Representations; Science Writing Heuristic

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APA (6th Edition):

Keles, N. (2016). Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5955

Chicago Manual of Style (16th Edition):

Keles, Nurcan. “Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels.” 2016. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/5955.

MLA Handbook (7th Edition):

Keles, Nurcan. “Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels.” 2016. Web. 17 Feb 2019.

Vancouver:

Keles N. Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/5955.

Council of Science Editors:

Keles N. Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/5955


University of Iowa

10. Ahmadibasir, Mohammad. The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework.

Degree: PhD, Science Education, 2011, University of Iowa

  In this study an interpretive learning framework that aims to measure learning on the classroom level is introduced. In order to develop and evaluate… (more)

Subjects/Keywords: causal inferences; discourse; inquiry; language-game; learning; Science and Mathematics Education

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APA (6th Edition):

Ahmadibasir, M. (2011). The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1195

Chicago Manual of Style (16th Edition):

Ahmadibasir, Mohammad. “The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework.” 2011. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/1195.

MLA Handbook (7th Edition):

Ahmadibasir, Mohammad. “The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework.” 2011. Web. 17 Feb 2019.

Vancouver:

Ahmadibasir M. The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/1195.

Council of Science Editors:

Ahmadibasir M. The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1195


University of Iowa

11. Pinney, Brian Robert John. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom.

Degree: PhD, Science Education, 2013, University of Iowa

  The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach… (more)

Subjects/Keywords: Argument; Dialogue; Inquiry; Middle School; Next Generation Science Standards; Professional Development; Science and Mathematics Education

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APA (6th Edition):

Pinney, B. R. J. (2013). Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4721

Chicago Manual of Style (16th Edition):

Pinney, Brian Robert John. “Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom.” 2013. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/4721.

MLA Handbook (7th Edition):

Pinney, Brian Robert John. “Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom.” 2013. Web. 17 Feb 2019.

Vancouver:

Pinney BRJ. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom. [Internet] [Doctoral dissertation]. University of Iowa; 2013. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/4721.

Council of Science Editors:

Pinney BRJ. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom. [Doctoral Dissertation]. University of Iowa; 2013. Available from: https://ir.uiowa.edu/etd/4721


University of Iowa

12. Diaz, Juan Francisco, Jr. Examining student-generated questions in an elementary science classroom.

Degree: PhD, Science Education, 2011, University of Iowa

  This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address… (more)

Subjects/Keywords: Argumentation; Arguments; Students-generated questions; SWH; Science and Mathematics Education

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APA (6th Edition):

Diaz, Juan Francisco, J. (2011). Examining student-generated questions in an elementary science classroom. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/946

Chicago Manual of Style (16th Edition):

Diaz, Juan Francisco, Jr. “Examining student-generated questions in an elementary science classroom.” 2011. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/946.

MLA Handbook (7th Edition):

Diaz, Juan Francisco, Jr. “Examining student-generated questions in an elementary science classroom.” 2011. Web. 17 Feb 2019.

Vancouver:

Diaz, Juan Francisco J. Examining student-generated questions in an elementary science classroom. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/946.

Council of Science Editors:

Diaz, Juan Francisco J. Examining student-generated questions in an elementary science classroom. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/946


University of Iowa

13. Kim, Sungho. An analysis of teacher question types in inquiry-based classroom and traditional classroom settings.

Degree: PhD, Teaching and Learning, 2015, University of Iowa

  This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the… (more)

Subjects/Keywords: publicabstract; Inquiry; Learning; Student responses; Teacher questioning; Teacher talk time; Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Kim, S. (2015). An analysis of teacher question types in inquiry-based classroom and traditional classroom settings. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1979

Chicago Manual of Style (16th Edition):

Kim, Sungho. “An analysis of teacher question types in inquiry-based classroom and traditional classroom settings.” 2015. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/1979.

MLA Handbook (7th Edition):

Kim, Sungho. “An analysis of teacher question types in inquiry-based classroom and traditional classroom settings.” 2015. Web. 17 Feb 2019.

Vancouver:

Kim S. An analysis of teacher question types in inquiry-based classroom and traditional classroom settings. [Internet] [Doctoral dissertation]. University of Iowa; 2015. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/1979.

Council of Science Editors:

Kim S. An analysis of teacher question types in inquiry-based classroom and traditional classroom settings. [Doctoral Dissertation]. University of Iowa; 2015. Available from: https://ir.uiowa.edu/etd/1979

14. Promyod, Nattida. Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach.

Degree: PhD, Science Education, 2013, University of Iowa

  The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach… (more)

Subjects/Keywords: Argument-based Inquiry; Belief and Practice; Implementation; Thailand; Science and Mathematics Education

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APA (6th Edition):

Promyod, N. (2013). Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4900

Chicago Manual of Style (16th Edition):

Promyod, Nattida. “Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach.” 2013. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/4900.

MLA Handbook (7th Edition):

Promyod, Nattida. “Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach.” 2013. Web. 17 Feb 2019.

Vancouver:

Promyod N. Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach. [Internet] [Doctoral dissertation]. University of Iowa; 2013. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/4900.

Council of Science Editors:

Promyod N. Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach. [Doctoral Dissertation]. University of Iowa; 2013. Available from: https://ir.uiowa.edu/etd/4900

15. McDermott, Mark Andrew. The impact of embedding multiple modes of representation on student construction of chemistry knowledge.

Degree: PhD, Science Education, 2009, University of Iowa

  This study was designed to examine the impact of embedding multiple modes of representing science information on student conceptual understanding in science. Multiple representations… (more)

Subjects/Keywords: Multiple Modes; Science Literacy; Writing-to-Learn; Science and Mathematics Education

University of Iowa Iowa City, Iowa CERTIFICATE OF APPROVAL _______________________ PH.D. THESIS… 

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APA (6th Edition):

McDermott, M. A. (2009). The impact of embedding multiple modes of representation on student construction of chemistry knowledge. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/253

Chicago Manual of Style (16th Edition):

McDermott, Mark Andrew. “The impact of embedding multiple modes of representation on student construction of chemistry knowledge.” 2009. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/253.

MLA Handbook (7th Edition):

McDermott, Mark Andrew. “The impact of embedding multiple modes of representation on student construction of chemistry knowledge.” 2009. Web. 17 Feb 2019.

Vancouver:

McDermott MA. The impact of embedding multiple modes of representation on student construction of chemistry knowledge. [Internet] [Doctoral dissertation]. University of Iowa; 2009. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/253.

Council of Science Editors:

McDermott MA. The impact of embedding multiple modes of representation on student construction of chemistry knowledge. [Doctoral Dissertation]. University of Iowa; 2009. Available from: https://ir.uiowa.edu/etd/253

16. Vo, Tina. A middle school science teacher's integration of technology with the science writing heuristic: a case study.

Degree: MS, Science Education, 2013, University of Iowa

Subjects/Keywords: Argumentation; Case Study; Science Education; SWH; Technology; Education

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APA (6th Edition):

Vo, T. (2013). A middle school science teacher's integration of technology with the science writing heuristic: a case study. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4970

Chicago Manual of Style (16th Edition):

Vo, Tina. “A middle school science teacher's integration of technology with the science writing heuristic: a case study.” 2013. Masters Thesis, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/4970.

MLA Handbook (7th Edition):

Vo, Tina. “A middle school science teacher's integration of technology with the science writing heuristic: a case study.” 2013. Web. 17 Feb 2019.

Vancouver:

Vo T. A middle school science teacher's integration of technology with the science writing heuristic: a case study. [Internet] [Masters thesis]. University of Iowa; 2013. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/4970.

Council of Science Editors:

Vo T. A middle school science teacher's integration of technology with the science writing heuristic: a case study. [Masters Thesis]. University of Iowa; 2013. Available from: https://ir.uiowa.edu/etd/4970

17. Yoon, Sae Yeol. Dual processing and discourse space: exploring fifth grade students' language, reasoning, and understanding through writing.

Degree: PhD, Science Education, 2012, University of Iowa

  The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a… (more)

Subjects/Keywords: discourse; discourse space; dual processing theory; student learning; writing; Science and Mathematics Education

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APA (6th Edition):

Yoon, S. Y. (2012). Dual processing and discourse space: exploring fifth grade students' language, reasoning, and understanding through writing. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/3556

Chicago Manual of Style (16th Edition):

Yoon, Sae Yeol. “Dual processing and discourse space: exploring fifth grade students' language, reasoning, and understanding through writing.” 2012. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/3556.

MLA Handbook (7th Edition):

Yoon, Sae Yeol. “Dual processing and discourse space: exploring fifth grade students' language, reasoning, and understanding through writing.” 2012. Web. 17 Feb 2019.

Vancouver:

Yoon SY. Dual processing and discourse space: exploring fifth grade students' language, reasoning, and understanding through writing. [Internet] [Doctoral dissertation]. University of Iowa; 2012. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/3556.

Council of Science Editors:

Yoon SY. Dual processing and discourse space: exploring fifth grade students' language, reasoning, and understanding through writing. [Doctoral Dissertation]. University of Iowa; 2012. Available from: https://ir.uiowa.edu/etd/3556

18. Chanlen, Niphon. Longitudinal analysis of standardized test scores of students in the science writing heuristic approach.

Degree: PhD, Science Education, 2013, University of Iowa

  The purpose of this study was to examine the longitudinal impacts of the Science Writing Heuristic (SWH) approach on student science achievement measured by… (more)

Subjects/Keywords: Argument-based inquiry; effectiveness; multilevel model; science; standardized test; Science and Mathematics Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chanlen, N. (2013). Longitudinal analysis of standardized test scores of students in the science writing heuristic approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4953

Chicago Manual of Style (16th Edition):

Chanlen, Niphon. “Longitudinal analysis of standardized test scores of students in the science writing heuristic approach.” 2013. Doctoral Dissertation, University of Iowa. Accessed February 17, 2019. https://ir.uiowa.edu/etd/4953.

MLA Handbook (7th Edition):

Chanlen, Niphon. “Longitudinal analysis of standardized test scores of students in the science writing heuristic approach.” 2013. Web. 17 Feb 2019.

Vancouver:

Chanlen N. Longitudinal analysis of standardized test scores of students in the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2013. [cited 2019 Feb 17]. Available from: https://ir.uiowa.edu/etd/4953.

Council of Science Editors:

Chanlen N. Longitudinal analysis of standardized test scores of students in the science writing heuristic approach. [Doctoral Dissertation]. University of Iowa; 2013. Available from: https://ir.uiowa.edu/etd/4953

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