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You searched for +publisher:"University of Oklahoma" +contributor:("Marek, Edmund"). Showing records 1 – 17 of 17 total matches.

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University of Oklahoma

1. Crofford, Geary Don. EXPLORING AMERICAN INDIAN STUDENTS' PERCEPTIONS, ATTITUDES, AND MISCONCEPTIONS OF SCIENTISTS AND THE NATURE OF SCIENCE.

Degree: PhD, 2011, University of Oklahoma

 Views on Science-Technology-Society (VOSTS), Draw-A-Scientist Test Checklist (DAST-C), and Views of Nature of Science Questionnaire (VNOS) instruments are used to characterize the perceptions, attitudes, and… (more)

Subjects/Keywords: Indian high school students – Attitudes; Science – United States – Public opinion; Public opinion – United States

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APA (6th Edition):

Crofford, G. D. (2011). EXPLORING AMERICAN INDIAN STUDENTS' PERCEPTIONS, ATTITUDES, AND MISCONCEPTIONS OF SCIENTISTS AND THE NATURE OF SCIENCE. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318888

Chicago Manual of Style (16th Edition):

Crofford, Geary Don. “EXPLORING AMERICAN INDIAN STUDENTS' PERCEPTIONS, ATTITUDES, AND MISCONCEPTIONS OF SCIENTISTS AND THE NATURE OF SCIENCE.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/318888.

MLA Handbook (7th Edition):

Crofford, Geary Don. “EXPLORING AMERICAN INDIAN STUDENTS' PERCEPTIONS, ATTITUDES, AND MISCONCEPTIONS OF SCIENTISTS AND THE NATURE OF SCIENCE.” 2011. Web. 23 Jan 2021.

Vancouver:

Crofford GD. EXPLORING AMERICAN INDIAN STUDENTS' PERCEPTIONS, ATTITUDES, AND MISCONCEPTIONS OF SCIENTISTS AND THE NATURE OF SCIENCE. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/318888.

Council of Science Editors:

Crofford GD. EXPLORING AMERICAN INDIAN STUDENTS' PERCEPTIONS, ATTITUDES, AND MISCONCEPTIONS OF SCIENTISTS AND THE NATURE OF SCIENCE. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/318888


University of Oklahoma

2. Shukry, Mohanad. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.

Degree: PhD, 2013, University of Oklahoma

Although this is the first study to report on the application of the learning cycle in medical education, the results of the study is encouraging and the learning cycle could improve medical students' learning. Advisors/Committee Members: Marek, Edmund A (advisor).

Subjects/Keywords: Medical education; Learning

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APA (6th Edition):

Shukry, M. (2013). APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319538

Chicago Manual of Style (16th Edition):

Shukry, Mohanad. “APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/319538.

MLA Handbook (7th Edition):

Shukry, Mohanad. “APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.” 2013. Web. 23 Jan 2021.

Vancouver:

Shukry M. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/319538.

Council of Science Editors:

Shukry M. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319538


University of Oklahoma

3. Shukry, Mohanad. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.

Degree: PhD, 2013, University of Oklahoma

Although this is the first study to report on the application of the learning cycle in medical education, the results of the study is encouraging and the learning cycle could improve medical students' learning. Advisors/Committee Members: Marek, Edmund A (advisor).

Subjects/Keywords: Medical education; Learning

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APA (6th Edition):

Shukry, M. (2013). APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318589

Chicago Manual of Style (16th Edition):

Shukry, Mohanad. “APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/318589.

MLA Handbook (7th Edition):

Shukry, Mohanad. “APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.” 2013. Web. 23 Jan 2021.

Vancouver:

Shukry M. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/318589.

Council of Science Editors:

Shukry M. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/318589


University of Oklahoma

4. Yates, Tony Brett. Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers.

Degree: PhD, 2011, University of Oklahoma

 In order to eliminate student misconceptions concerning biological evolution, it is important to identify their sources. The purposes of this study were to: (a) identify… (more)

Subjects/Keywords: Evolution (Biology) – Study and teaching (Secondary); Biology – Study and teaching (Secondary)

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APA (6th Edition):

Yates, T. B. (2011). Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319312

Chicago Manual of Style (16th Edition):

Yates, Tony Brett. “Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/319312.

MLA Handbook (7th Edition):

Yates, Tony Brett. “Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers.” 2011. Web. 23 Jan 2021.

Vancouver:

Yates TB. Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/319312.

Council of Science Editors:

Yates TB. Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/319312


University of Oklahoma

5. McCann, Florence. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.

Degree: PhD, 2013, University of Oklahoma

 Over a decade since Finson’s 2002 review article, “Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings”, images of… (more)

Subjects/Keywords: Science Education

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APA (6th Edition):

McCann, F. (2013). Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7691

Chicago Manual of Style (16th Edition):

McCann, Florence. “Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/7691.

MLA Handbook (7th Edition):

McCann, Florence. “Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students.” 2013. Web. 23 Jan 2021.

Vancouver:

McCann F. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/7691.

Council of Science Editors:

McCann F. Engineers' Self-Perceptions And A Strategy For Fostering Authentic Images of Engineers And Scientists Among Elementary School Students. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7691


University of Oklahoma

6. Kihega, Harold. American Indian Persistence In STEM-Related Graduate Degree Programs.

Degree: PhD, 2016, University of Oklahoma

 Historically, American Indians (AI) continue to struggle to meet the same levels of educational success as their United States counterparts. Moreover, AIs are the least… (more)

Subjects/Keywords: STEM; American Indian; Persistence

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APA (6th Edition):

Kihega, H. (2016). American Indian Persistence In STEM-Related Graduate Degree Programs. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34698

Chicago Manual of Style (16th Edition):

Kihega, Harold. “American Indian Persistence In STEM-Related Graduate Degree Programs.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/34698.

MLA Handbook (7th Edition):

Kihega, Harold. “American Indian Persistence In STEM-Related Graduate Degree Programs.” 2016. Web. 23 Jan 2021.

Vancouver:

Kihega H. American Indian Persistence In STEM-Related Graduate Degree Programs. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/34698.

Council of Science Editors:

Kihega H. American Indian Persistence In STEM-Related Graduate Degree Programs. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34698


University of Oklahoma

7. Miller-DeBoer, Carrie. Science Writing Instruction Efficacy Beliefs of Secondary and Post-Secondary Science Instructors.

Degree: PhD, 2015, University of Oklahoma

 Discipline-specific writing standards at the secondary level and writing intensive course requirements at the post-secondary level require science teacher and science instructors to teach science… (more)

Subjects/Keywords: Education; Curriculum and Instruction; Science.

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APA (6th Edition):

Miller-DeBoer, C. (2015). Science Writing Instruction Efficacy Beliefs of Secondary and Post-Secondary Science Instructors. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14628

Chicago Manual of Style (16th Edition):

Miller-DeBoer, Carrie. “Science Writing Instruction Efficacy Beliefs of Secondary and Post-Secondary Science Instructors.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/14628.

MLA Handbook (7th Edition):

Miller-DeBoer, Carrie. “Science Writing Instruction Efficacy Beliefs of Secondary and Post-Secondary Science Instructors.” 2015. Web. 23 Jan 2021.

Vancouver:

Miller-DeBoer C. Science Writing Instruction Efficacy Beliefs of Secondary and Post-Secondary Science Instructors. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/14628.

Council of Science Editors:

Miller-DeBoer C. Science Writing Instruction Efficacy Beliefs of Secondary and Post-Secondary Science Instructors. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14628


University of Oklahoma

8. de Armendi, Alberto. MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION.

Degree: PhD, 2014, University of Oklahoma

 Abstract 1: Various forms of students’ reasoning characteristics have been studied, especially in pre-college students. A principled pedagogical framework reflecting the cognitive processes of health… (more)

Subjects/Keywords: Education; Curriculum and Instruction.

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APA (6th Edition):

de Armendi, A. (2014). MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10327

Chicago Manual of Style (16th Edition):

de Armendi, Alberto. “MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/10327.

MLA Handbook (7th Edition):

de Armendi, Alberto. “MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION.” 2014. Web. 23 Jan 2021.

Vancouver:

de Armendi A. MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/10327.

Council of Science Editors:

de Armendi A. MEDICAL AND NURSING STUDENTS’ COGNITIVE LEVELS MEASURED BY THE CLASSROOM TEST OF SCIENTIFIC REASONING AND CORRELATION TO KNOWLEDGE GAINED FROM LECTURE, SIMULATION, OR LECTURE WITH SIMULATION. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10327


University of Oklahoma

9. Rech, Niccole. A Phenomenological Study of Rural, High Schools Students' Experiences in Cognitive Apprenticeship Methodology.

Degree: PhD, 2018, University of Oklahoma

 Presently the United States has a deficit of qualified STEM applicants and is relying on foreign students to relieve the shortfall. To relieve this deficit,… (more)

Subjects/Keywords: Cognitive Apprenticeship Methodology; Wolbachia; Rhizobia; Phenomenological Research

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APA (6th Edition):

Rech, N. (2018). A Phenomenological Study of Rural, High Schools Students' Experiences in Cognitive Apprenticeship Methodology. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299874

Chicago Manual of Style (16th Edition):

Rech, Niccole. “A Phenomenological Study of Rural, High Schools Students' Experiences in Cognitive Apprenticeship Methodology.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/299874.

MLA Handbook (7th Edition):

Rech, Niccole. “A Phenomenological Study of Rural, High Schools Students' Experiences in Cognitive Apprenticeship Methodology.” 2018. Web. 23 Jan 2021.

Vancouver:

Rech N. A Phenomenological Study of Rural, High Schools Students' Experiences in Cognitive Apprenticeship Methodology. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/299874.

Council of Science Editors:

Rech N. A Phenomenological Study of Rural, High Schools Students' Experiences in Cognitive Apprenticeship Methodology. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299874


University of Oklahoma

10. Biddy, Quentin. Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education.

Degree: PhD, 2018, University of Oklahoma

 This study focused on examining the pedagogical content knowledge (PCK) of teachers focused on transitioning to phenomena-driven, three-dimensional Learning as outlined in A Framework for… (more)

Subjects/Keywords: Science Education; In-service Teachers; Pedagogical Content Knowledge; NGSS

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APA (6th Edition):

Biddy, Q. (2018). Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301304

Chicago Manual of Style (16th Edition):

Biddy, Quentin. “Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/301304.

MLA Handbook (7th Edition):

Biddy, Quentin. “Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education.” 2018. Web. 23 Jan 2021.

Vancouver:

Biddy Q. Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/301304.

Council of Science Editors:

Biddy Q. Three-Dimensional Pedagogical Content Knowledge: Understanding Science Learning in the Next Generation of Science Education. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/301304


University of Oklahoma

11. Demirdag, Seyithan. CHARTER SCHOOLS AND INCLUSIVE SCIENCE EDUCATION: THE CONCEPTUAL CHANGE AND ATTITUDES OF STUDENTS WITHOUT DISABILITIES.

Degree: PhD, 2014, University of Oklahoma

 As a philosophy and educational approach, inclusive education provides opportunities for all students to have effective conceptual understanding and positive social attitudes (Idol, 2006). With… (more)

Subjects/Keywords: Education, Curriculum and Instruction.; Education, Sciences.; Education, Special.

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APA (6th Edition):

Demirdag, S. (2014). CHARTER SCHOOLS AND INCLUSIVE SCIENCE EDUCATION: THE CONCEPTUAL CHANGE AND ATTITUDES OF STUDENTS WITHOUT DISABILITIES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/8109

Chicago Manual of Style (16th Edition):

Demirdag, Seyithan. “CHARTER SCHOOLS AND INCLUSIVE SCIENCE EDUCATION: THE CONCEPTUAL CHANGE AND ATTITUDES OF STUDENTS WITHOUT DISABILITIES.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/8109.

MLA Handbook (7th Edition):

Demirdag, Seyithan. “CHARTER SCHOOLS AND INCLUSIVE SCIENCE EDUCATION: THE CONCEPTUAL CHANGE AND ATTITUDES OF STUDENTS WITHOUT DISABILITIES.” 2014. Web. 23 Jan 2021.

Vancouver:

Demirdag S. CHARTER SCHOOLS AND INCLUSIVE SCIENCE EDUCATION: THE CONCEPTUAL CHANGE AND ATTITUDES OF STUDENTS WITHOUT DISABILITIES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/8109.

Council of Science Editors:

Demirdag S. CHARTER SCHOOLS AND INCLUSIVE SCIENCE EDUCATION: THE CONCEPTUAL CHANGE AND ATTITUDES OF STUDENTS WITHOUT DISABILITIES. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/8109


University of Oklahoma

12. Williams, Karen Ann. An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 1998, University of Oklahoma

 One section of college students (N = 25) enrolled in an algebra-based physics course was selected for a Piagetian-based learning cycle (LC) treatment while a… (more)

Subjects/Keywords: Education, Sciences.; Piaget, Jean, 1896-1980; Physics Study and teaching, Higher.; Education, Curriculum and Instruction.; Ausubel, David Paul.; Learning, Psychology of.

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APA (6th Edition):

Williams, K. A. (1998). An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5597

Chicago Manual of Style (16th Edition):

Williams, Karen Ann. “An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction.” 1998. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/5597.

MLA Handbook (7th Edition):

Williams, Karen Ann. “An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction.” 1998. Web. 23 Jan 2021.

Vancouver:

Williams KA. An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction. [Internet] [Doctoral dissertation]. University of Oklahoma; 1998. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/5597.

Council of Science Editors:

Williams KA. An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction. [Doctoral Dissertation]. University of Oklahoma; 1998. Available from: http://hdl.handle.net/11244/5597


University of Oklahoma

13. Haack, Constance. Scaffolded problem-solving, learning approaches and understanding of concepts in an introductory college physics class.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2000, University of Oklahoma

 An analysis of statistical data showed that students who did scaffolded problems attained significantly greater understanding of physics concepts than students who did non-scaffolded assignments.… (more)

Subjects/Keywords: Education, Sciences.; Physics Study and teaching.; Mathematical physics.

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APA (6th Edition):

Haack, C. (2000). Scaffolded problem-solving, learning approaches and understanding of concepts in an introductory college physics class. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5992

Chicago Manual of Style (16th Edition):

Haack, Constance. “Scaffolded problem-solving, learning approaches and understanding of concepts in an introductory college physics class.” 2000. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/5992.

MLA Handbook (7th Edition):

Haack, Constance. “Scaffolded problem-solving, learning approaches and understanding of concepts in an introductory college physics class.” 2000. Web. 23 Jan 2021.

Vancouver:

Haack C. Scaffolded problem-solving, learning approaches and understanding of concepts in an introductory college physics class. [Internet] [Doctoral dissertation]. University of Oklahoma; 2000. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/5992.

Council of Science Editors:

Haack C. Scaffolded problem-solving, learning approaches and understanding of concepts in an introductory college physics class. [Doctoral Dissertation]. University of Oklahoma; 2000. Available from: http://hdl.handle.net/11244/5992


University of Oklahoma

14. Mccarty, Robbie Von. Scientist-teacher interactions: Catalysts for developing transformational classrooms.

Degree: PhD, Department of Educational Leadership and Policy Studies, 2001, University of Oklahoma

 Multiple data sources were collected for this study: audiotapes and transcripts of laboratory interactions and informal interviews, written narratives from applications and funding documents, field… (more)

Subjects/Keywords: Education, Sciences.; Science Study and teaching (Secondary); Education, Teacher Training.; Education Experimental methods.

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APA (6th Edition):

Mccarty, R. V. (2001). Scientist-teacher interactions: Catalysts for developing transformational classrooms. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301

Chicago Manual of Style (16th Edition):

Mccarty, Robbie Von. “Scientist-teacher interactions: Catalysts for developing transformational classrooms.” 2001. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/301.

MLA Handbook (7th Edition):

Mccarty, Robbie Von. “Scientist-teacher interactions: Catalysts for developing transformational classrooms.” 2001. Web. 23 Jan 2021.

Vancouver:

Mccarty RV. Scientist-teacher interactions: Catalysts for developing transformational classrooms. [Internet] [Doctoral dissertation]. University of Oklahoma; 2001. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/301.

Council of Science Editors:

Mccarty RV. Scientist-teacher interactions: Catalysts for developing transformational classrooms. [Doctoral Dissertation]. University of Oklahoma; 2001. Available from: http://hdl.handle.net/11244/301


University of Oklahoma

15. Maier, Steven John. Learning Physics Concepts as a Function of Colloquial Language Usage.

Degree: PhD, 2008, University of Oklahoma

The findings of this research are that although there exists a discernable relationship between reasoning ability and conceptual change, more work needs to be done to establish improved quantitative measures of the role language usage has in developing understandings of course content. Advisors/Committee Members: Marek, Edmund A (advisor).

Subjects/Keywords: Physics – Study and teaching (Higher); Reasoning (Psychology); Learning; Scientific ability

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APA (6th Edition):

Maier, S. J. (2008). Learning Physics Concepts as a Function of Colloquial Language Usage. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318957

Chicago Manual of Style (16th Edition):

Maier, Steven John. “Learning Physics Concepts as a Function of Colloquial Language Usage.” 2008. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/318957.

MLA Handbook (7th Edition):

Maier, Steven John. “Learning Physics Concepts as a Function of Colloquial Language Usage.” 2008. Web. 23 Jan 2021.

Vancouver:

Maier SJ. Learning Physics Concepts as a Function of Colloquial Language Usage. [Internet] [Doctoral dissertation]. University of Oklahoma; 2008. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/318957.

Council of Science Editors:

Maier SJ. Learning Physics Concepts as a Function of Colloquial Language Usage. [Doctoral Dissertation]. University of Oklahoma; 2008. Available from: http://hdl.handle.net/11244/318957

16. Martin, Wendy. The Innovation Evaluation Process of Undergraduate Biology Instructors Who Actively Use Case Studies in Their Introductory Courses.

Degree: PhD, 2016, University of Oklahoma

 There is little detail in the literature that describes how college biology instructors have evaluated case study teaching as an innovative teaching strategy. This study… (more)

Subjects/Keywords: Science Education; Innovation Evaluation; Case Study Teaching

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APA (6th Edition):

Martin, W. (2016). The Innovation Evaluation Process of Undergraduate Biology Instructors Who Actively Use Case Studies in Their Introductory Courses. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/45041

Chicago Manual of Style (16th Edition):

Martin, Wendy. “The Innovation Evaluation Process of Undergraduate Biology Instructors Who Actively Use Case Studies in Their Introductory Courses.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/45041.

MLA Handbook (7th Edition):

Martin, Wendy. “The Innovation Evaluation Process of Undergraduate Biology Instructors Who Actively Use Case Studies in Their Introductory Courses.” 2016. Web. 23 Jan 2021.

Vancouver:

Martin W. The Innovation Evaluation Process of Undergraduate Biology Instructors Who Actively Use Case Studies in Their Introductory Courses. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/45041.

Council of Science Editors:

Martin W. The Innovation Evaluation Process of Undergraduate Biology Instructors Who Actively Use Case Studies in Their Introductory Courses. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/45041


University of Oklahoma

17. Laubach, Timothy Alan. A case study of systemic curricular reform: A forty-year history.

Degree: PhD, Department of Instructional Leadership and Academic Curriculum, 2005, University of Oklahoma

 What follows is a description of the development of a particular inquiry-based elementary school science curriculum program and how its theoretical underpinnings positively influenced a… (more)

Subjects/Keywords: Curriculum change Case studies.; Education, Sciences.; Curriculum change Oklahoma.; Education, Curriculum and Instruction.; Science Study and teaching Case Studies.; Science Study and teaching Oklahoma.

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

APA (6th Edition):

Laubach, T. A. (2005). A case study of systemic curricular reform: A forty-year history. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/937

Chicago Manual of Style (16th Edition):

Laubach, Timothy Alan. “A case study of systemic curricular reform: A forty-year history.” 2005. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2021. http://hdl.handle.net/11244/937.

MLA Handbook (7th Edition):

Laubach, Timothy Alan. “A case study of systemic curricular reform: A forty-year history.” 2005. Web. 23 Jan 2021.

Vancouver:

Laubach TA. A case study of systemic curricular reform: A forty-year history. [Internet] [Doctoral dissertation]. University of Oklahoma; 2005. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/11244/937.

Council of Science Editors:

Laubach TA. A case study of systemic curricular reform: A forty-year history. [Doctoral Dissertation]. University of Oklahoma; 2005. Available from: http://hdl.handle.net/11244/937

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