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You searched for subject:( Physics students). Showing records 1 – 30 of 95 total matches.

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Montana State University

1. Merriman, Steven M. The effect of group created lab designs on students' understanding of content and science practices.

Degree: Graduate School, 2016, Montana State University

 Community college health and engineering students often have difficulty understanding physics on a conceptual level, as well as general science practices used in experimentation and… (more)

Subjects/Keywords: College students.; Physics.; Science Experiments.; Students Attitudes.

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

APA (6th Edition):

Merriman, S. M. (2016). The effect of group created lab designs on students' understanding of content and science practices. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Merriman, Steven M. “The effect of group created lab designs on students' understanding of content and science practices.” 2016. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Merriman, Steven M. “The effect of group created lab designs on students' understanding of content and science practices.” 2016. Web. 24 Jun 2019.

Vancouver:

Merriman SM. The effect of group created lab designs on students' understanding of content and science practices. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Merriman SM. The effect of group created lab designs on students' understanding of content and science practices. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

2. Mattern, Danny Duane. The effects of physics ranking tasks on student understanding of conceptual physics concepts.

Degree: Graduate School, 2011, Montana State University

 In this research physics ranking tasks were introduced to see if they could increase students' conceptual knowledge in general and calculus based physics courses. Assessments… (more)

Subjects/Keywords: Students Rating of.; Calculus.; Physics.

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APA (6th Edition):

Mattern, D. D. (2011). The effects of physics ranking tasks on student understanding of conceptual physics concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mattern, Danny Duane. “The effects of physics ranking tasks on student understanding of conceptual physics concepts.” 2011. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mattern, Danny Duane. “The effects of physics ranking tasks on student understanding of conceptual physics concepts.” 2011. Web. 24 Jun 2019.

Vancouver:

Mattern DD. The effects of physics ranking tasks on student understanding of conceptual physics concepts. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1806.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mattern DD. The effects of physics ranking tasks on student understanding of conceptual physics concepts. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1806

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Vienna

3. Wildbichler, Sarah. Energieerhaltung spielend verstehen - Schüler*innenvorstellungen zur Energieerhaltung nach der Durchführung eines Analogiespiels.

Degree: 2018, University of Vienna

Diese Arbeit erforscht die Möglichkeiten eines Analogiespiels, durch dessen Einsatz die Energieerhaltung zu Beginn des Energieunterrichts in der Sekundarstufe 1 eingeführt werden soll. Untersucht werden… (more)

Subjects/Keywords: 33.99 Physik: Sonstiges; Energieerhaltung / Energieunterricht / Lernen durch Analogie / Analogiespiel / Physikdidaktik / Unterrichtsmaterial / Schülervorstellungen; Conservation of Energy / Teaching Energy / Learning through Analogies / Analogy Game / Physics Didactics / Teaching Material / Students' Ideas

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

APA (6th Edition):

Wildbichler, S. (2018). Energieerhaltung spielend verstehen - Schüler*innenvorstellungen zur Energieerhaltung nach der Durchführung eines Analogiespiels. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/51744/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wildbichler, Sarah. “Energieerhaltung spielend verstehen - Schüler*innenvorstellungen zur Energieerhaltung nach der Durchführung eines Analogiespiels.” 2018. Thesis, University of Vienna. Accessed June 24, 2019. http://othes.univie.ac.at/51744/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wildbichler, Sarah. “Energieerhaltung spielend verstehen - Schüler*innenvorstellungen zur Energieerhaltung nach der Durchführung eines Analogiespiels.” 2018. Web. 24 Jun 2019.

Vancouver:

Wildbichler S. Energieerhaltung spielend verstehen - Schüler*innenvorstellungen zur Energieerhaltung nach der Durchführung eines Analogiespiels. [Internet] [Thesis]. University of Vienna; 2018. [cited 2019 Jun 24]. Available from: http://othes.univie.ac.at/51744/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wildbichler S. Energieerhaltung spielend verstehen - Schüler*innenvorstellungen zur Energieerhaltung nach der Durchführung eines Analogiespiels. [Thesis]. University of Vienna; 2018. Available from: http://othes.univie.ac.at/51744/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Limerick

4. Broggy, Joanne. Concept mapping in physics in an Irish university: an investigation into the application of the tool with particular reference to its relevance to problem solving and the use of scientific language.

Degree: 2010, University of Limerick

peer-reviewed

Irish students’ interest and enjoyment of science deteriorates as they progress through formal education and subsequently enrolments in the physical sciences at second and… (more)

Subjects/Keywords: science; Irish students; mapping in physics

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

APA (6th Edition):

Broggy, J. (2010). Concept mapping in physics in an Irish university: an investigation into the application of the tool with particular reference to its relevance to problem solving and the use of scientific language. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/4554

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Broggy, Joanne. “Concept mapping in physics in an Irish university: an investigation into the application of the tool with particular reference to its relevance to problem solving and the use of scientific language.” 2010. Thesis, University of Limerick. Accessed June 24, 2019. http://hdl.handle.net/10344/4554.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Broggy, Joanne. “Concept mapping in physics in an Irish university: an investigation into the application of the tool with particular reference to its relevance to problem solving and the use of scientific language.” 2010. Web. 24 Jun 2019.

Vancouver:

Broggy J. Concept mapping in physics in an Irish university: an investigation into the application of the tool with particular reference to its relevance to problem solving and the use of scientific language. [Internet] [Thesis]. University of Limerick; 2010. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10344/4554.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Broggy J. Concept mapping in physics in an Irish university: an investigation into the application of the tool with particular reference to its relevance to problem solving and the use of scientific language. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/4554

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

5. Fischman, Lane Ari. Using Gardner's multiple intelligence theory to differentiate high school physics instruction.

Degree: Graduate School, 2011, Montana State University

 The purpose of this project was to examine the effects of differentiated instruction on students' understanding of high school physics based on Gardner's multiple intelligence… (more)

Subjects/Keywords: Physics.; High school students.; Multiple intelligences.

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

APA (6th Edition):

Fischman, L. A. (2011). Using Gardner's multiple intelligence theory to differentiate high school physics instruction. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fischman, Lane Ari. “Using Gardner's multiple intelligence theory to differentiate high school physics instruction.” 2011. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fischman, Lane Ari. “Using Gardner's multiple intelligence theory to differentiate high school physics instruction.” 2011. Web. 24 Jun 2019.

Vancouver:

Fischman LA. Using Gardner's multiple intelligence theory to differentiate high school physics instruction. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fischman LA. Using Gardner's multiple intelligence theory to differentiate high school physics instruction. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

6. Johnson, David Arthur. Evaluating homework in high school physics.

Degree: College of Letters & Science, 2017, Montana State University

 What are the best and most effective methods of administering homework in the high school physics class to maximize learning? The project to investigate this… (more)

Subjects/Keywords: Physics.; High school students.; Homework.; Examinations.

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

APA (6th Edition):

Johnson, D. A. (2017). Evaluating homework in high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, David Arthur. “Evaluating homework in high school physics.” 2017. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, David Arthur. “Evaluating homework in high school physics.” 2017. Web. 24 Jun 2019.

Vancouver:

Johnson DA. Evaluating homework in high school physics. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson DA. Evaluating homework in high school physics. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

7. Holloway, Sara Carse-Patchet. Investigating the benefits of mastery learning in the high school physics classroom.

Degree: College of Letters & Science, 2017, Montana State University

 Teaching general physics in public school wass never an easy task, but with our students' lack of proper math preparation, many of our students struggled… (more)

Subjects/Keywords: Physics.; High school students.; Mastery learning.

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

APA (6th Edition):

Holloway, S. C. (2017). Investigating the benefits of mastery learning in the high school physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Holloway, Sara Carse-Patchet. “Investigating the benefits of mastery learning in the high school physics classroom.” 2017. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Holloway, Sara Carse-Patchet. “Investigating the benefits of mastery learning in the high school physics classroom.” 2017. Web. 24 Jun 2019.

Vancouver:

Holloway SC. Investigating the benefits of mastery learning in the high school physics classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holloway SC. Investigating the benefits of mastery learning in the high school physics classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

8. Pascual, Catherine Anona. The paperless classroom in high school physics.

Degree: College of Letters & Science, 2017, Montana State University

 At my high school, many of the classrooms have class sets of devices, such as laptops, Chromebooks, or iPads. As the school purchased more and… (more)

Subjects/Keywords: Physics.; High school students.; Computers.; Computer literacy.

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

APA (6th Edition):

Pascual, C. A. (2017). The paperless classroom in high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pascual, Catherine Anona. “The paperless classroom in high school physics.” 2017. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pascual, Catherine Anona. “The paperless classroom in high school physics.” 2017. Web. 24 Jun 2019.

Vancouver:

Pascual CA. The paperless classroom in high school physics. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pascual CA. The paperless classroom in high school physics. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

9. Mahoney, Jill D. The effect of instruction of visual/spatial thinking skills on learning physics concepts.

Degree: Graduate School, 2012, Montana State University

Students with weak visual/spatial thinking skills often perform poorly in mathematics and science. The high school juniors I teach who had low scores on a… (more)

Subjects/Keywords: Physics.; Vector analysis.; High school students.

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

APA (6th Edition):

Mahoney, J. D. (2012). The effect of instruction of visual/spatial thinking skills on learning physics concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1776

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mahoney, Jill D. “The effect of instruction of visual/spatial thinking skills on learning physics concepts.” 2012. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1776.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mahoney, Jill D. “The effect of instruction of visual/spatial thinking skills on learning physics concepts.” 2012. Web. 24 Jun 2019.

Vancouver:

Mahoney JD. The effect of instruction of visual/spatial thinking skills on learning physics concepts. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1776.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mahoney JD. The effect of instruction of visual/spatial thinking skills on learning physics concepts. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1776

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

10. Santarelli, Marco. Science notebooks : can they replace traditional lab reports?.

Degree: Graduate School, 2012, Montana State University

 Laboratory experiments have been used by science educators for over two centuries. This is primarily due to the fact that laboratory experiments play a fundamental… (more)

Subjects/Keywords: Physics.; High school students.; Laboratory notebooks.

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

APA (6th Edition):

Santarelli, M. (2012). Science notebooks : can they replace traditional lab reports?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2178

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Santarelli, Marco. “Science notebooks : can they replace traditional lab reports?.” 2012. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2178.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Santarelli, Marco. “Science notebooks : can they replace traditional lab reports?.” 2012. Web. 24 Jun 2019.

Vancouver:

Santarelli M. Science notebooks : can they replace traditional lab reports?. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2178.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Santarelli M. Science notebooks : can they replace traditional lab reports?. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2178

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

11. Lynn, Hermes B. Guided inquiry using the 5E instructional model with high school physics.

Degree: Graduate School, 2012, Montana State University

 My project focused on the effectiveness of guided inquiry strategies to help students learn physics. Physics is a subject which lends itself to inquiry teaching,… (more)

Subjects/Keywords: Physics.; Inquiry-based learning.; High school students.

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

APA (6th Edition):

Lynn, H. B. (2012). Guided inquiry using the 5E instructional model with high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lynn, Hermes B. “Guided inquiry using the 5E instructional model with high school physics.” 2012. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lynn, Hermes B. “Guided inquiry using the 5E instructional model with high school physics.” 2012. Web. 24 Jun 2019.

Vancouver:

Lynn HB. Guided inquiry using the 5E instructional model with high school physics. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lynn HB. Guided inquiry using the 5E instructional model with high school physics. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

12. Shaw, Kaylee Christine. Use of computer simulations in physics : comparison of simulation implementation as introductory or reinforcement tools.

Degree: Graduate School, 2014, Montana State University

 This study investigated whether online simulations are more effective as introduction activities or concept reinforcements in the physics classroom. The effectiveness of simulations based on… (more)

Subjects/Keywords: Physics.; Computer simulation.; High school students.

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

APA (6th Edition):

Shaw, K. C. (2014). Use of computer simulations in physics : comparison of simulation implementation as introductory or reinforcement tools. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3593

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shaw, Kaylee Christine. “Use of computer simulations in physics : comparison of simulation implementation as introductory or reinforcement tools.” 2014. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3593.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shaw, Kaylee Christine. “Use of computer simulations in physics : comparison of simulation implementation as introductory or reinforcement tools.” 2014. Web. 24 Jun 2019.

Vancouver:

Shaw KC. Use of computer simulations in physics : comparison of simulation implementation as introductory or reinforcement tools. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3593.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shaw KC. Use of computer simulations in physics : comparison of simulation implementation as introductory or reinforcement tools. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3593

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

13. Clark, Bruce. Effects of competition in the conceptual physics classroom.

Degree: College of Letters & Science, 2018, Montana State University

 Student engagement has been an issue plaguing modern classroom across the country. Students who struggle academically tend to lack motivation to be an active participant… (more)

Subjects/Keywords: Physics.; High school students.; Competition.; Concept learning.

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

APA (6th Edition):

Clark, B. (2018). Effects of competition in the conceptual physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Clark, Bruce. “Effects of competition in the conceptual physics classroom.” 2018. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Clark, Bruce. “Effects of competition in the conceptual physics classroom.” 2018. Web. 24 Jun 2019.

Vancouver:

Clark B. Effects of competition in the conceptual physics classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clark B. Effects of competition in the conceptual physics classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

14. Tietyen, Erik Dane. Standards-based grading a high school physics classroom.

Degree: College of Letters & Science, 2017, Montana State University

 The paper investigated the effectiveness of standards-based grading (SBG) in a high school physics classroom, as well as how student perception of the importance of… (more)

Subjects/Keywords: Physics.; High school students.; Education Standards.; Grading and marking (Students).

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

APA (6th Edition):

Tietyen, E. D. (2017). Standards-based grading a high school physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tietyen, Erik Dane. “Standards-based grading a high school physics classroom.” 2017. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tietyen, Erik Dane. “Standards-based grading a high school physics classroom.” 2017. Web. 24 Jun 2019.

Vancouver:

Tietyen ED. Standards-based grading a high school physics classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tietyen ED. Standards-based grading a high school physics classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

15. Noblejas, Jeffrey J. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.

Degree: Graduate School, 2014, Montana State University

 This study attempted to determine the effects of formative assessments in a flipped curriculum physics classroom. It looked at the effects on student achievement, student… (more)

Subjects/Keywords: Physics.; Blended education.; Students Rating of.; High school students.; Flipped classroom.

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

APA (6th Edition):

Noblejas, J. J. (2014). The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3582

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Noblejas, Jeffrey J. “The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.” 2014. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3582.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Noblejas, Jeffrey J. “The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.” 2014. Web. 24 Jun 2019.

Vancouver:

Noblejas JJ. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3582.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Noblejas JJ. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3582

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Vienna

16. Pfoser, Tobias. Schülervorstellungen zur Sonne anhand von Concept Cartoons.

Degree: 2017, University of Vienna

Schülervorstellungen sind ein essentieller Bestandteil der fachdidaktischen Forschung in den naturwissenschaftlichen Unterrichtsfächern. Diese sogenannten Alltagsvorstellungen entwi-ckeln sich, wie der Name schon verrät, in einem Wechselspiel… (more)

Subjects/Keywords: 33.90 Physik in Beziehung zu anderen Fachgebieten; 81.55 Schülerverhalten, Studentenverhalten; 39.51 Sonne; Schülervorstellungen / Sonne / Concept Cartoons; Students Misconceptions / Sun / Concept Cartoons

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

APA (6th Edition):

Pfoser, T. (2017). Schülervorstellungen zur Sonne anhand von Concept Cartoons. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/51346/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pfoser, Tobias. “Schülervorstellungen zur Sonne anhand von Concept Cartoons.” 2017. Thesis, University of Vienna. Accessed June 24, 2019. http://othes.univie.ac.at/51346/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pfoser, Tobias. “Schülervorstellungen zur Sonne anhand von Concept Cartoons.” 2017. Web. 24 Jun 2019.

Vancouver:

Pfoser T. Schülervorstellungen zur Sonne anhand von Concept Cartoons. [Internet] [Thesis]. University of Vienna; 2017. [cited 2019 Jun 24]. Available from: http://othes.univie.ac.at/51346/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pfoser T. Schülervorstellungen zur Sonne anhand von Concept Cartoons. [Thesis]. University of Vienna; 2017. Available from: http://othes.univie.ac.at/51346/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boston University

17. Knaub, Alexis. Missed Connections: a case study of the social networks of physics doctoral students in a single department.

Degree: EdD, Science Education, 2015, Boston University

 Gender disparity is an issue among the many science, technology, engineering, and mathematics (STEM) fields. Although many previous studies examine gender issues in STEM as… (more)

Subjects/Keywords: Science education; Grad school; Physics education; Physics grad students; Social networks

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APA (6th Edition):

Knaub, A. (2015). Missed Connections: a case study of the social networks of physics doctoral students in a single department. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/15198

Chicago Manual of Style (16th Edition):

Knaub, Alexis. “Missed Connections: a case study of the social networks of physics doctoral students in a single department.” 2015. Doctoral Dissertation, Boston University. Accessed June 24, 2019. http://hdl.handle.net/2144/15198.

MLA Handbook (7th Edition):

Knaub, Alexis. “Missed Connections: a case study of the social networks of physics doctoral students in a single department.” 2015. Web. 24 Jun 2019.

Vancouver:

Knaub A. Missed Connections: a case study of the social networks of physics doctoral students in a single department. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2144/15198.

Council of Science Editors:

Knaub A. Missed Connections: a case study of the social networks of physics doctoral students in a single department. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/15198


Montana State University

18. Carroll, Joshua George. The impacts of learning with multiple representations in a high school physics classroom.

Degree: College of Letters & Science, 2018, Montana State University

 Student learning in physics takes on many forms. Equations, diagrams, graphs and words all can be used to describe physical phenomena. Constructing descriptions of physical… (more)

Subjects/Keywords: Physics.; High school students.; Graphic methods.; Concept learning.; Problem solving.; Students Attitude.

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

APA (6th Edition):

Carroll, J. G. (2018). The impacts of learning with multiple representations in a high school physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carroll, Joshua George. “The impacts of learning with multiple representations in a high school physics classroom.” 2018. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carroll, Joshua George. “The impacts of learning with multiple representations in a high school physics classroom.” 2018. Web. 24 Jun 2019.

Vancouver:

Carroll JG. The impacts of learning with multiple representations in a high school physics classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carroll JG. The impacts of learning with multiple representations in a high school physics classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

19. Koontse, Reuben Double. The role of mathematics in first year students’ understanding of electricity problems in physics.

Degree: 2015, University of South Africa

 Mathematics plays a pertinent role in physics. Students' understanding of this role has significant implications in their understanding of physics. Studies have shown that some… (more)

Subjects/Keywords: First year physics students; Mathematics in physics; Mathematical resources; Intuitive mathematics; Reasoning primitives; Extended semantic model; Electricity problems; Students understanding

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

APA (6th Edition):

Koontse, R. D. (2015). The role of mathematics in first year students’ understanding of electricity problems in physics. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18602

Chicago Manual of Style (16th Edition):

Koontse, Reuben Double. “The role of mathematics in first year students’ understanding of electricity problems in physics.” 2015. Doctoral Dissertation, University of South Africa. Accessed June 24, 2019. http://hdl.handle.net/10500/18602.

MLA Handbook (7th Edition):

Koontse, Reuben Double. “The role of mathematics in first year students’ understanding of electricity problems in physics.” 2015. Web. 24 Jun 2019.

Vancouver:

Koontse RD. The role of mathematics in first year students’ understanding of electricity problems in physics. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10500/18602.

Council of Science Editors:

Koontse RD. The role of mathematics in first year students’ understanding of electricity problems in physics. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18602

20. Rajkumar S. Effectiveness of metacognitive strategies in physics among the higher secondary students;.

Degree: Education, 2010, Manonmaniam Sundaranar University

Included

References p. 252-268, Appendix p. 269-298

Advisors/Committee Members: Rasul Mohaideen S.

Subjects/Keywords: Education; Higher secondary students; Physics

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APA (6th Edition):

S, R. (2010). Effectiveness of metacognitive strategies in physics among the higher secondary students;. (Thesis). Manonmaniam Sundaranar University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/13767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

S, Rajkumar. “Effectiveness of metacognitive strategies in physics among the higher secondary students;.” 2010. Thesis, Manonmaniam Sundaranar University. Accessed June 24, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/13767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

S, Rajkumar. “Effectiveness of metacognitive strategies in physics among the higher secondary students;.” 2010. Web. 24 Jun 2019.

Vancouver:

S R. Effectiveness of metacognitive strategies in physics among the higher secondary students;. [Internet] [Thesis]. Manonmaniam Sundaranar University; 2010. [cited 2019 Jun 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/13767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

S R. Effectiveness of metacognitive strategies in physics among the higher secondary students;. [Thesis]. Manonmaniam Sundaranar University; 2010. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/13767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. George, Anita. A study of academic achievement of pupils of class XI in physics and chemistry as related to school organizational climate; -.

Degree: Education, 1997, Pt. Ravishankar Shukla University

None

Bibliography given

Advisors/Committee Members: Shrivastava, P K.

Subjects/Keywords: academic achievement; Physics students; School

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APA (6th Edition):

George, A. (1997). A study of academic achievement of pupils of class XI in physics and chemistry as related to school organizational climate; -. (Thesis). Pt. Ravishankar Shukla University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/50183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

George, Anita. “A study of academic achievement of pupils of class XI in physics and chemistry as related to school organizational climate; -.” 1997. Thesis, Pt. Ravishankar Shukla University. Accessed June 24, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/50183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

George, Anita. “A study of academic achievement of pupils of class XI in physics and chemistry as related to school organizational climate; -.” 1997. Web. 24 Jun 2019.

Vancouver:

George A. A study of academic achievement of pupils of class XI in physics and chemistry as related to school organizational climate; -. [Internet] [Thesis]. Pt. Ravishankar Shukla University; 1997. [cited 2019 Jun 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/50183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

George A. A study of academic achievement of pupils of class XI in physics and chemistry as related to school organizational climate; -. [Thesis]. Pt. Ravishankar Shukla University; 1997. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/50183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

22. Malatje, Setswamohlokong Esther. Performance and confidence levels of students entering physics at three South African Universities.

Degree: Chemistry, 2009, University of Pretoria

 A test instrument, made up of 25 items, derived from existing standardized tests from literature, was used to probe for the students' knowledge and understanding… (more)

Subjects/Keywords: South african universities; Physics students; Basic mechanics concepts; UCTD

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

APA (6th Edition):

Malatje, S. (2009). Performance and confidence levels of students entering physics at three South African Universities. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30362

Chicago Manual of Style (16th Edition):

Malatje, Setswamohlokong. “Performance and confidence levels of students entering physics at three South African Universities.” 2009. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://hdl.handle.net/2263/30362.

MLA Handbook (7th Edition):

Malatje, Setswamohlokong. “Performance and confidence levels of students entering physics at three South African Universities.” 2009. Web. 24 Jun 2019.

Vancouver:

Malatje S. Performance and confidence levels of students entering physics at three South African Universities. [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/2263/30362.

Council of Science Editors:

Malatje S. Performance and confidence levels of students entering physics at three South African Universities. [Masters Thesis]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/30362


Uniwersytet im. Adama Mickiewicza w Poznaniu

23. Bielecka, Jolanta. „Przemiany fazowe wody i jej obieg w przyrodzie w strukturze wiedzy uczniów w szkole ponadgimnazjalnej” .

Degree: 2011, Uniwersytet im. Adama Mickiewicza w Poznaniu

 Pracę pisano na temat „Przemian fazowych i obiegu wody w przyrodzie”. Poznawanie przyrody rozwija pozytywny stosunek ucznia do zjawisk przyrodniczych, a jako obywateli świata, przyroda… (more)

Subjects/Keywords: Water circulation; Transitions; Knowledge; Students; Nature; Physics; Research

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APA (6th Edition):

Bielecka, J. (2011). „Przemiany fazowe wody i jej obieg w przyrodzie w strukturze wiedzy uczniów w szkole ponadgimnazjalnej” . (Doctoral Dissertation). Uniwersytet im. Adama Mickiewicza w Poznaniu. Retrieved from http://hdl.handle.net/10593/1004

Chicago Manual of Style (16th Edition):

Bielecka, Jolanta. “„Przemiany fazowe wody i jej obieg w przyrodzie w strukturze wiedzy uczniów w szkole ponadgimnazjalnej” .” 2011. Doctoral Dissertation, Uniwersytet im. Adama Mickiewicza w Poznaniu. Accessed June 24, 2019. http://hdl.handle.net/10593/1004.

MLA Handbook (7th Edition):

Bielecka, Jolanta. “„Przemiany fazowe wody i jej obieg w przyrodzie w strukturze wiedzy uczniów w szkole ponadgimnazjalnej” .” 2011. Web. 24 Jun 2019.

Vancouver:

Bielecka J. „Przemiany fazowe wody i jej obieg w przyrodzie w strukturze wiedzy uczniów w szkole ponadgimnazjalnej” . [Internet] [Doctoral dissertation]. Uniwersytet im. Adama Mickiewicza w Poznaniu; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10593/1004.

Council of Science Editors:

Bielecka J. „Przemiany fazowe wody i jej obieg w przyrodzie w strukturze wiedzy uczniów w szkole ponadgimnazjalnej” . [Doctoral Dissertation]. Uniwersytet im. Adama Mickiewicza w Poznaniu; 2011. Available from: http://hdl.handle.net/10593/1004


University of Pretoria

24. [No author]. Performance and confidence levels of students entering physics at three South African Universities .

Degree: 2009, University of Pretoria

 A test instrument, made up of 25 items, derived from existing standardized tests from literature, was used to probe for the students' knowledge and understanding… (more)

Subjects/Keywords: South african universities; Physics students; Basic mechanics concepts; UCTD

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APA (6th Edition):

author], [. (2009). Performance and confidence levels of students entering physics at three South African Universities . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-12142009-111049/

Chicago Manual of Style (16th Edition):

author], [No. “Performance and confidence levels of students entering physics at three South African Universities .” 2009. Masters Thesis, University of Pretoria. Accessed June 24, 2019. http://upetd.up.ac.za/thesis/available/etd-12142009-111049/.

MLA Handbook (7th Edition):

author], [No. “Performance and confidence levels of students entering physics at three South African Universities .” 2009. Web. 24 Jun 2019.

Vancouver:

author] [. Performance and confidence levels of students entering physics at three South African Universities . [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Jun 24]. Available from: http://upetd.up.ac.za/thesis/available/etd-12142009-111049/.

Council of Science Editors:

author] [. Performance and confidence levels of students entering physics at three South African Universities . [Masters Thesis]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-12142009-111049/


University of Cincinnati

25. Owens, Lindsay. Identifying Student Difficulties in Causal Reasoning for College-aged Students in Introductory Physics Laboratory Classes.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2018, University of Cincinnati

Students use causal reasoning in their everyday lives to generate hypotheses as to why an event occurred, or to create predictions about future events. Also,… (more)

Subjects/Keywords: Science Education; Physics; scientific reasoning; causal reasoning; college-age students

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

APA (6th Edition):

Owens, L. (2018). Identifying Student Difficulties in Causal Reasoning for College-aged Students in Introductory Physics Laboratory Classes. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin152231524077991

Chicago Manual of Style (16th Edition):

Owens, Lindsay. “Identifying Student Difficulties in Causal Reasoning for College-aged Students in Introductory Physics Laboratory Classes.” 2018. Doctoral Dissertation, University of Cincinnati. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin152231524077991.

MLA Handbook (7th Edition):

Owens, Lindsay. “Identifying Student Difficulties in Causal Reasoning for College-aged Students in Introductory Physics Laboratory Classes.” 2018. Web. 24 Jun 2019.

Vancouver:

Owens L. Identifying Student Difficulties in Causal Reasoning for College-aged Students in Introductory Physics Laboratory Classes. [Internet] [Doctoral dissertation]. University of Cincinnati; 2018. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin152231524077991.

Council of Science Editors:

Owens L. Identifying Student Difficulties in Causal Reasoning for College-aged Students in Introductory Physics Laboratory Classes. [Doctoral Dissertation]. University of Cincinnati; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin152231524077991


Montana State University

26. Rust, Peter Melvin Hooper. The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class.

Degree: Graduate School, 2011, Montana State University

 This project documents the impact of inquiry instruction on two ninth grade physics classes. Problem solving skills, conceptual knowledge, and students' reactions to the teaching… (more)

Subjects/Keywords: Physics.; Inquiry-based learning.; Problem solving.; High school students.

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APA (6th Edition):

Rust, P. M. H. (2011). The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rust, Peter Melvin Hooper. “The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class.” 2011. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rust, Peter Melvin Hooper. “The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class.” 2011. Web. 24 Jun 2019.

Vancouver:

Rust PMH. The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rust PMH. The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

27. Ritter, Mary Seabrook. The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics.

Degree: Graduate School, 2011, Montana State University

 The purpose of this study was to determine if there was a correlation between student motivation and participation in the understanding of physics concepts. Participation… (more)

Subjects/Keywords: Active learning.; Motivation in education.; Physics.; High school students.

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APA (6th Edition):

Ritter, M. S. (2011). The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ritter, Mary Seabrook. “The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics.” 2011. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ritter, Mary Seabrook. “The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics.” 2011. Web. 24 Jun 2019.

Vancouver:

Ritter MS. The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ritter MS. The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

28. Cleveland, Jill Melinda. Flipped classroom learning in high school physics.

Degree: College of Letters & Science, 2017, Montana State University

 This project examined the effects of a flipped classroom teaching method on the engagement and achievement of high school physics students. The students involved in… (more)

Subjects/Keywords: Physics.; High school students.; Flipped classrooms.; Active learning.

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APA (6th Edition):

Cleveland, J. M. (2017). Flipped classroom learning in high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cleveland, Jill Melinda. “Flipped classroom learning in high school physics.” 2017. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cleveland, Jill Melinda. “Flipped classroom learning in high school physics.” 2017. Web. 24 Jun 2019.

Vancouver:

Cleveland JM. Flipped classroom learning in high school physics. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cleveland JM. Flipped classroom learning in high school physics. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

29. Spicer, Benjamin T. A case study on the impact of using a MOOC for high school science and mathematics independent study courses.

Degree: College of Letters & Science, 2017, Montana State University

 This case study involves five students, all high school seniors, who elected to enroll in a Massive Open Online Course (MOOC) as part of their… (more)

Subjects/Keywords: Physics.; Mathematics.; High school students.; Web-based instruction.

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

APA (6th Edition):

Spicer, B. T. (2017). A case study on the impact of using a MOOC for high school science and mathematics independent study courses. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13693

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Spicer, Benjamin T. “A case study on the impact of using a MOOC for high school science and mathematics independent study courses.” 2017. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13693.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Spicer, Benjamin T. “A case study on the impact of using a MOOC for high school science and mathematics independent study courses.” 2017. Web. 24 Jun 2019.

Vancouver:

Spicer BT. A case study on the impact of using a MOOC for high school science and mathematics independent study courses. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13693.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Spicer BT. A case study on the impact of using a MOOC for high school science and mathematics independent study courses. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13693

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

30. Shaw, Christopher L. Advanced engineering tutorials in college physics.

Degree: Graduate School, 2016, Montana State University

Physics education research has shown that physics students fail to understand basic Newtonian mechanics after completing physics courses, irrespective of the proficiency of the teacher… (more)

Subjects/Keywords: Engineering.; Physics.; College students.; Problem-solving.; Inquiry-based learning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shaw, C. L. (2016). Advanced engineering tutorials in college physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13708

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shaw, Christopher L. “Advanced engineering tutorials in college physics.” 2016. Thesis, Montana State University. Accessed June 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13708.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shaw, Christopher L. “Advanced engineering tutorials in college physics.” 2016. Web. 24 Jun 2019.

Vancouver:

Shaw CL. Advanced engineering tutorials in college physics. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13708.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shaw CL. Advanced engineering tutorials in college physics. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13708

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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