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You searched for subject:( en SCIENCE TEACHING). Showing records 1 – 30 of 193115 total matches.

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Pontifical Catholic University of Rio de Janeiro

1. MARIA CORDEIRO DE FARIAS G MATOS. [en] READING AND WRITING IN SCIENCE CLASSES: POTENTIALITIES AND LIMITATIONS.

Degree: 2018, Pontifical Catholic University of Rio de Janeiro

 [pt] O principal objetivo da pesquisa foi investigar relações entre atividades pedagógicas da disciplina escolar Ciências e processos de ensino-aprendizagem de leitura e de escrita.… (more)

Subjects/Keywords: [pt] LEITURA; [en] READING; [pt] ESCRITA; [en] WRITING; [pt] ENSINO DE CIENCIAS; [en] SCIENCE TEACHING

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

APA (6th Edition):

MATOS, M. C. D. F. G. (2018). [en] READING AND WRITING IN SCIENCE CLASSES: POTENTIALITIES AND LIMITATIONS. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34671

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):

MATOS, MARIA CORDEIRO DE FARIAS G. “[en] READING AND WRITING IN SCIENCE CLASSES: POTENTIALITIES AND LIMITATIONS.” 2018. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34671.

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

MLA Handbook (7th Edition):

MATOS, MARIA CORDEIRO DE FARIAS G. “[en] READING AND WRITING IN SCIENCE CLASSES: POTENTIALITIES AND LIMITATIONS.” 2018. Web. 26 Jan 2020.

Vancouver:

MATOS MCDFG. [en] READING AND WRITING IN SCIENCE CLASSES: POTENTIALITIES AND LIMITATIONS. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2018. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34671.

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

Council of Science Editors:

MATOS MCDFG. [en] READING AND WRITING IN SCIENCE CLASSES: POTENTIALITIES AND LIMITATIONS. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2018. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34671

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


Pontifical Catholic University of Rio de Janeiro

2. TATIANE ALMEIDA DIORIO. [en] BETWEEN TEACHING AND RESOCIALIZATION: PRACTICES OF SCIENCE TEACHERS IN THE MALE PRISON EDUCATION IN THE CITY OF RIO DE JANEIRO.

Degree: 2017, Pontifical Catholic University of Rio de Janeiro

[pt] A pesquisa tem como objeto de investigação a prática educativa dos professores de Ciências que atuam na educação prisional. Partimos do pressuposto de que,… (more)

Subjects/Keywords: [pt] PRATICA DOCENTE; [en] TEACHING PRACTICE; [pt] SABERES DOCENTES; [en] TEACHING KNOWLEDGE; [pt] EDUCACAO PRISIONAL; [en] PRISIONAL EDUCATION; [pt] ENSINO DE CIENCIAS; [en] SCIENCE TEACHING

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APA (6th Edition):

DIORIO, T. A. (2017). [en] BETWEEN TEACHING AND RESOCIALIZATION: PRACTICES OF SCIENCE TEACHERS IN THE MALE PRISON EDUCATION IN THE CITY OF RIO DE JANEIRO. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31103

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):

DIORIO, TATIANE ALMEIDA. “[en] BETWEEN TEACHING AND RESOCIALIZATION: PRACTICES OF SCIENCE TEACHERS IN THE MALE PRISON EDUCATION IN THE CITY OF RIO DE JANEIRO.” 2017. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31103.

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

MLA Handbook (7th Edition):

DIORIO, TATIANE ALMEIDA. “[en] BETWEEN TEACHING AND RESOCIALIZATION: PRACTICES OF SCIENCE TEACHERS IN THE MALE PRISON EDUCATION IN THE CITY OF RIO DE JANEIRO.” 2017. Web. 26 Jan 2020.

Vancouver:

DIORIO TA. [en] BETWEEN TEACHING AND RESOCIALIZATION: PRACTICES OF SCIENCE TEACHERS IN THE MALE PRISON EDUCATION IN THE CITY OF RIO DE JANEIRO. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2017. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31103.

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

Council of Science Editors:

DIORIO TA. [en] BETWEEN TEACHING AND RESOCIALIZATION: PRACTICES OF SCIENCE TEACHERS IN THE MALE PRISON EDUCATION IN THE CITY OF RIO DE JANEIRO. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2017. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31103

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


Pontifical Catholic University of Rio de Janeiro

3. ROSALINA PIRES DA LUZ. [en] CLASSROOM USE OF THE SCIENCE SCHOOLBOOK IN PRIMARY SCHOOLS OF THE MUNICIPAL DEPARTMENT OF EDUCATION OF RIO DE JANEIRO: CHALLENGES AND TENSIONS.

Degree: 2016, Pontifical Catholic University of Rio de Janeiro

[pt] Essa pesquisa teve como objetivo analisar o uso do Caderno Pedagógico no ensino de Ciências em turmas do ensino fundamental da Secretaria Municipal de… (more)

Subjects/Keywords: [pt] POLITICA EDUCACIONAL; [en] EDUCATIONAL POLICY; [pt] ENSINO DE CIENCIAS; [en] SCIENCE TEACHING; [pt] CADERNO PEDAGOGICO; [en] NOTEBOOK EDUCATIONAL; [pt] ENSINO APOSTILADO; [en] SCHOLBOOK-BASED TEACHING

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APA (6th Edition):

LUZ, R. P. D. (2016). [en] CLASSROOM USE OF THE SCIENCE SCHOOLBOOK IN PRIMARY SCHOOLS OF THE MUNICIPAL DEPARTMENT OF EDUCATION OF RIO DE JANEIRO: CHALLENGES AND TENSIONS. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27594

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):

LUZ, ROSALINA PIRES DA. “[en] CLASSROOM USE OF THE SCIENCE SCHOOLBOOK IN PRIMARY SCHOOLS OF THE MUNICIPAL DEPARTMENT OF EDUCATION OF RIO DE JANEIRO: CHALLENGES AND TENSIONS.” 2016. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27594.

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

MLA Handbook (7th Edition):

LUZ, ROSALINA PIRES DA. “[en] CLASSROOM USE OF THE SCIENCE SCHOOLBOOK IN PRIMARY SCHOOLS OF THE MUNICIPAL DEPARTMENT OF EDUCATION OF RIO DE JANEIRO: CHALLENGES AND TENSIONS.” 2016. Web. 26 Jan 2020.

Vancouver:

LUZ RPD. [en] CLASSROOM USE OF THE SCIENCE SCHOOLBOOK IN PRIMARY SCHOOLS OF THE MUNICIPAL DEPARTMENT OF EDUCATION OF RIO DE JANEIRO: CHALLENGES AND TENSIONS. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2016. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27594.

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

Council of Science Editors:

LUZ RPD. [en] CLASSROOM USE OF THE SCIENCE SCHOOLBOOK IN PRIMARY SCHOOLS OF THE MUNICIPAL DEPARTMENT OF EDUCATION OF RIO DE JANEIRO: CHALLENGES AND TENSIONS. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2016. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27594

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


Pontifical Catholic University of Rio de Janeiro

4. PEDRO PINHEIRO TEIXEIRA. [en] THE TEACHING OF EVOLUTION AND RELIGIOUSNESS: THE CASE OF TWO STATE SCHOOLS IN RIO DE JANEIRO.

Degree: 2016, Pontifical Catholic University of Rio de Janeiro

[pt] A teoria evolutiva é considerada um dos eixos organizadores da biologia. No entanto, seu ensino enfrenta diversas dificuldades em vários países. No Brasil, a… (more)

Subjects/Keywords: [pt] EVOLUCAO; [en] EVOLUTION; [pt] RELIGIOSIDADE; [en] RELIGIOUSNESS; [pt] ENSINO DE BIOLOGIA; [en] BIOLOGY TEACHING; [pt] ENSINO DE CIENCIAS; [en] SCIENCE TEACHING; [pt] CRIACIONISMO; [pt] PENTECOSTAIS

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APA (6th Edition):

TEIXEIRA, P. P. (2016). [en] THE TEACHING OF EVOLUTION AND RELIGIOUSNESS: THE CASE OF TWO STATE SCHOOLS IN RIO DE JANEIRO. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27465

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):

TEIXEIRA, PEDRO PINHEIRO. “[en] THE TEACHING OF EVOLUTION AND RELIGIOUSNESS: THE CASE OF TWO STATE SCHOOLS IN RIO DE JANEIRO.” 2016. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27465.

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

MLA Handbook (7th Edition):

TEIXEIRA, PEDRO PINHEIRO. “[en] THE TEACHING OF EVOLUTION AND RELIGIOUSNESS: THE CASE OF TWO STATE SCHOOLS IN RIO DE JANEIRO.” 2016. Web. 26 Jan 2020.

Vancouver:

TEIXEIRA PP. [en] THE TEACHING OF EVOLUTION AND RELIGIOUSNESS: THE CASE OF TWO STATE SCHOOLS IN RIO DE JANEIRO. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2016. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27465.

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

Council of Science Editors:

TEIXEIRA PP. [en] THE TEACHING OF EVOLUTION AND RELIGIOUSNESS: THE CASE OF TWO STATE SCHOOLS IN RIO DE JANEIRO. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2016. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27465

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


Pontifical Catholic University of Rio de Janeiro

5. ANNA CAROLINA AYRES PEREIRA BARBOSA. [en] SCIENCE TEACHING AND CULTURAL PLURALITY: SCIENCE TEACHERS AND MULTICULTURAL ISSUES INSIDE THE CURRICULUM.

Degree: 2010, Pontifical Catholic University of Rio de Janeiro

[pt] Diante do momento marcado pela transição paradigmática entre a Modernidade e a Pós-modernidade, como estariam posicionadas as concepções de ciência de professores/as de ciência/biologia… (more)

Subjects/Keywords: [pt] CIENCIA; [en] SCIENCE; [pt] PARAMETROS CURRICULARES NACIONAIS; [en] NATIONAL CURRICULAR PARAMETERS; [pt] ENSINO DE CIENCIAS; [en] SCIENCE TEACHING; [pt] PLURALIDADE CULTURAL; [en] CULTURAL PLURALITY

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APA (6th Edition):

BARBOSA, A. C. A. P. (2010). [en] SCIENCE TEACHING AND CULTURAL PLURALITY: SCIENCE TEACHERS AND MULTICULTURAL ISSUES INSIDE THE CURRICULUM. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15718

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):

BARBOSA, ANNA CAROLINA AYRES PEREIRA. “[en] SCIENCE TEACHING AND CULTURAL PLURALITY: SCIENCE TEACHERS AND MULTICULTURAL ISSUES INSIDE THE CURRICULUM.” 2010. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15718.

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

MLA Handbook (7th Edition):

BARBOSA, ANNA CAROLINA AYRES PEREIRA. “[en] SCIENCE TEACHING AND CULTURAL PLURALITY: SCIENCE TEACHERS AND MULTICULTURAL ISSUES INSIDE THE CURRICULUM.” 2010. Web. 26 Jan 2020.

Vancouver:

BARBOSA ACAP. [en] SCIENCE TEACHING AND CULTURAL PLURALITY: SCIENCE TEACHERS AND MULTICULTURAL ISSUES INSIDE THE CURRICULUM. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2010. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15718.

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

Council of Science Editors:

BARBOSA ACAP. [en] SCIENCE TEACHING AND CULTURAL PLURALITY: SCIENCE TEACHERS AND MULTICULTURAL ISSUES INSIDE THE CURRICULUM. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2010. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15718

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


Universidad de Extremadura

6. Naranjo Correa, Francisco Luis. Luz y Color: Desarrollo de herramientas didácticas para mejorar su enseñanza en docentes en formación .

Degree: 2019, Universidad de Extremadura

 En el marco de la didáctica de las ciencias, diversos estudios han analizado las dificultades que presentan los alumnos en el aprendizaje de conceptos científicos… (more)

Subjects/Keywords: Óptica; Didáctica de las Ciencias; Docentes en formación; Optics; Science teaching; Teachers in training

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APA (6th Edition):

Naranjo Correa, F. L. (2019). Luz y Color: Desarrollo de herramientas didácticas para mejorar su enseñanza en docentes en formación . (Thesis). Universidad de Extremadura. Retrieved from http://hdl.handle.net/10662/9448

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):

Naranjo Correa, Francisco Luis. “Luz y Color: Desarrollo de herramientas didácticas para mejorar su enseñanza en docentes en formación .” 2019. Thesis, Universidad de Extremadura. Accessed January 26, 2020. http://hdl.handle.net/10662/9448.

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

MLA Handbook (7th Edition):

Naranjo Correa, Francisco Luis. “Luz y Color: Desarrollo de herramientas didácticas para mejorar su enseñanza en docentes en formación .” 2019. Web. 26 Jan 2020.

Vancouver:

Naranjo Correa FL. Luz y Color: Desarrollo de herramientas didácticas para mejorar su enseñanza en docentes en formación . [Internet] [Thesis]. Universidad de Extremadura; 2019. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10662/9448.

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

Council of Science Editors:

Naranjo Correa FL. Luz y Color: Desarrollo de herramientas didácticas para mejorar su enseñanza en docentes en formación . [Thesis]. Universidad de Extremadura; 2019. Available from: http://hdl.handle.net/10662/9448

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


Pontifical Catholic University of Rio de Janeiro

7. FELIPE BASTOS. [en] DOES THE PRINCIPAL KNOWS YOU ARE DISCUSSING THIS IN THE CLASSROOM?: SEXUAL DIVERSITY AND SCIENCE TEACHING.

Degree: 2016, Pontifical Catholic University of Rio de Janeiro

[pt] Os assuntos relacionados às diferenças culturais penetram o cotidiano da escola principalmente através de pressões dos movimentos que legitimam estes saberes e lutam por… (more)

Subjects/Keywords: [pt] CURRICULOS; [en] CURRICULA; [pt] CONHECIMENTO ESCOLAR; [en] SCHOOL KNOWLEDGE; [pt] SABER DOCENTE; [pt] INTERCULTURALIDADE; [en] INTERACTION ACROSS CULTURES; [pt] ENSINO DE CIENCIAS; [en] SCIENCE TEACHING; [pt] DIVERSIDADE SEXUAL

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

APA (6th Edition):

BASTOS, F. (2016). [en] DOES THE PRINCIPAL KNOWS YOU ARE DISCUSSING THIS IN THE CLASSROOM?: SEXUAL DIVERSITY AND SCIENCE TEACHING. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26508

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):

BASTOS, FELIPE. “[en] DOES THE PRINCIPAL KNOWS YOU ARE DISCUSSING THIS IN THE CLASSROOM?: SEXUAL DIVERSITY AND SCIENCE TEACHING.” 2016. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26508.

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

MLA Handbook (7th Edition):

BASTOS, FELIPE. “[en] DOES THE PRINCIPAL KNOWS YOU ARE DISCUSSING THIS IN THE CLASSROOM?: SEXUAL DIVERSITY AND SCIENCE TEACHING.” 2016. Web. 26 Jan 2020.

Vancouver:

BASTOS F. [en] DOES THE PRINCIPAL KNOWS YOU ARE DISCUSSING THIS IN THE CLASSROOM?: SEXUAL DIVERSITY AND SCIENCE TEACHING. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2016. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26508.

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

Council of Science Editors:

BASTOS F. [en] DOES THE PRINCIPAL KNOWS YOU ARE DISCUSSING THIS IN THE CLASSROOM?: SEXUAL DIVERSITY AND SCIENCE TEACHING. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2016. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26508

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


Pontifical Catholic University of Rio de Janeiro

8. PRISCILA MATOS RESINENTTI. [en] EDUCATIONAL QUALITY OF THE MUNICIPAL NETWORK OF RIO DE JANEIRO: IS IT POSSIBLE TO PERCEIVE IT IN THE SCIENCE EDUCATION?.

Degree: 2012, Pontifical Catholic University of Rio de Janeiro

[pt] A qualidade da educação é tema atual e muito discutido no cenário das políticas públicas que visam garanti-la. No entanto a qualidade do ensino… (more)

Subjects/Keywords: [pt] AVALIACAO; [en] EVALUATION; [pt] POLITICA PUBLICA; [en] PUBLIC POLICY; [pt] QUALIDADE DA EDUCACAO; [en] QUALITY OF EDUCATION; [pt] ENSINO DE CIENCIAS; [en] SCIENCE TEACHING

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

APA (6th Edition):

RESINENTTI, P. M. (2012). [en] EDUCATIONAL QUALITY OF THE MUNICIPAL NETWORK OF RIO DE JANEIRO: IS IT POSSIBLE TO PERCEIVE IT IN THE SCIENCE EDUCATION?. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20530

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):

RESINENTTI, PRISCILA MATOS. “[en] EDUCATIONAL QUALITY OF THE MUNICIPAL NETWORK OF RIO DE JANEIRO: IS IT POSSIBLE TO PERCEIVE IT IN THE SCIENCE EDUCATION?.” 2012. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20530.

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

MLA Handbook (7th Edition):

RESINENTTI, PRISCILA MATOS. “[en] EDUCATIONAL QUALITY OF THE MUNICIPAL NETWORK OF RIO DE JANEIRO: IS IT POSSIBLE TO PERCEIVE IT IN THE SCIENCE EDUCATION?.” 2012. Web. 26 Jan 2020.

Vancouver:

RESINENTTI PM. [en] EDUCATIONAL QUALITY OF THE MUNICIPAL NETWORK OF RIO DE JANEIRO: IS IT POSSIBLE TO PERCEIVE IT IN THE SCIENCE EDUCATION?. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2012. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20530.

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

Council of Science Editors:

RESINENTTI PM. [en] EDUCATIONAL QUALITY OF THE MUNICIPAL NETWORK OF RIO DE JANEIRO: IS IT POSSIBLE TO PERCEIVE IT IN THE SCIENCE EDUCATION?. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2012. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20530

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


University of Melbourne

9. VARMA, SANGEETA. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.

Degree: 2012, University of Melbourne

 Public claims about the “failure” of science teaching have a 100 year history, which is almost as long as science has existed as a subject(more)

Subjects/Keywords: science; science teaching; school science

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

APA (6th Edition):

VARMA, S. (2012). The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37868

Chicago Manual of Style (16th Edition):

VARMA, SANGEETA. “The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.” 2012. Masters Thesis, University of Melbourne. Accessed January 26, 2020. http://hdl.handle.net/11343/37868.

MLA Handbook (7th Edition):

VARMA, SANGEETA. “The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.” 2012. Web. 26 Jan 2020.

Vancouver:

VARMA S. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. [Internet] [Masters thesis]. University of Melbourne; 2012. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/11343/37868.

Council of Science Editors:

VARMA S. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. [Masters Thesis]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/37868


Pontifical Catholic University of Rio de Janeiro

10. MARIA DE LOURDES TEIXEIRA BARROS. [en] THE SCIENCE TEACHING IN THE YEARS OF ELEMENTARY SCHOOL AND THE POLICIES AIMED AT MUNICIPAL SECRETARY OF EDUCATION OF THE CITY OF RIO DE JANEIRO – 2009 A 2016.

Degree: 2017, Pontifical Catholic University of Rio de Janeiro

[pt] Essa pesquisa versa sobre o ensino de Ciências nos anos iniciais do ensino fundamental, tomando para investigação aspectos pertinentes ao ensino da disciplina a… (more)

Subjects/Keywords: [pt] POLITICA PUBLICA; [en] PUBLIC POLICY; [pt] PARCERIA PUBLICO-PRIVADA; [en] PRIVATE-PUBLIC PARTNERSHIP; [pt] ENSINO DE CIENCIAS; [en] SCIENCE TEACHING; [pt] ANOS INICIAIS; [en] YEARS OF ELEMENTARY SCHOOL; [pt] ALFABETIZACAO CIENTIFICA; [en] SCIENTIFIC LITERACY

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

APA (6th Edition):

BARROS, M. D. L. T. (2017). [en] THE SCIENCE TEACHING IN THE YEARS OF ELEMENTARY SCHOOL AND THE POLICIES AIMED AT MUNICIPAL SECRETARY OF EDUCATION OF THE CITY OF RIO DE JANEIRO – 2009 A 2016. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31531

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):

BARROS, MARIA DE LOURDES TEIXEIRA. “[en] THE SCIENCE TEACHING IN THE YEARS OF ELEMENTARY SCHOOL AND THE POLICIES AIMED AT MUNICIPAL SECRETARY OF EDUCATION OF THE CITY OF RIO DE JANEIRO – 2009 A 2016.” 2017. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31531.

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

MLA Handbook (7th Edition):

BARROS, MARIA DE LOURDES TEIXEIRA. “[en] THE SCIENCE TEACHING IN THE YEARS OF ELEMENTARY SCHOOL AND THE POLICIES AIMED AT MUNICIPAL SECRETARY OF EDUCATION OF THE CITY OF RIO DE JANEIRO – 2009 A 2016.” 2017. Web. 26 Jan 2020.

Vancouver:

BARROS MDLT. [en] THE SCIENCE TEACHING IN THE YEARS OF ELEMENTARY SCHOOL AND THE POLICIES AIMED AT MUNICIPAL SECRETARY OF EDUCATION OF THE CITY OF RIO DE JANEIRO – 2009 A 2016. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2017. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31531.

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

Council of Science Editors:

BARROS MDLT. [en] THE SCIENCE TEACHING IN THE YEARS OF ELEMENTARY SCHOOL AND THE POLICIES AIMED AT MUNICIPAL SECRETARY OF EDUCATION OF THE CITY OF RIO DE JANEIRO – 2009 A 2016. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2017. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31531

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


Université de Montréal

11. Lévesque, Charles. L’enseignement de l’univers social au primaire d’un point de vue amérindien .

Degree: 2016, Université de Montréal

 Notre travail de recherche en didactique de l’enseignement de l’univers social s’intéresse aux enseignants qui évoluent sur une réserve amérindienne, soit celle de Kahnawake, à… (more)

Subjects/Keywords: histoire amérindienne; enseignant en milieu amérindien; enseignant amérindien et l'enseignement de l'univers social; méthode et pensée historique; programme d'enseignement de l'histoire en milieu amérindien; Native history; teaching in native environment; historical thinking and method; history teaching program in native milieu; native teacher and teaching of social science

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

APA (6th Edition):

Lévesque, C. (2016). L’enseignement de l’univers social au primaire d’un point de vue amérindien . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/16394

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):

Lévesque, Charles. “L’enseignement de l’univers social au primaire d’un point de vue amérindien .” 2016. Thesis, Université de Montréal. Accessed January 26, 2020. http://hdl.handle.net/1866/16394.

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

MLA Handbook (7th Edition):

Lévesque, Charles. “L’enseignement de l’univers social au primaire d’un point de vue amérindien .” 2016. Web. 26 Jan 2020.

Vancouver:

Lévesque C. L’enseignement de l’univers social au primaire d’un point de vue amérindien . [Internet] [Thesis]. Université de Montréal; 2016. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/1866/16394.

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

Council of Science Editors:

Lévesque C. L’enseignement de l’univers social au primaire d’un point de vue amérindien . [Thesis]. Université de Montréal; 2016. Available from: http://hdl.handle.net/1866/16394

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


Montana State University

12. Hinck, Alice Angelina. An evaluation of cross age science outreach within public schools.

Degree: Graduate School, 2013, Montana State University

 The purpose of this project was to evaluate the effectiveness of using advanced science high school students to teach science to elementary students. High school… (more)

Subjects/Keywords: Science Study and teaching.; Peer teaching.

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APA (6th Edition):

Hinck, A. A. (2013). An evaluation of cross age science outreach within public schools. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2791

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):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Thesis, Montana State University. Accessed January 26, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

MLA Handbook (7th Edition):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Web. 26 Jan 2020.

Vancouver:

Hinck AA. An evaluation of cross age science outreach within public schools. [Internet] [Thesis]. Montana State University; 2013. [cited 2020 Jan 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

Council of Science Editors:

Hinck AA. An evaluation of cross age science outreach within public schools. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791

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


University of Arizona

13. Fisher, Rachel. Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice .

Degree: 2016, University of Arizona

 Despite recent science education reform documents citing evolution as a core concept to be taught in grades K-12, research shows problems with how it is… (more)

Subjects/Keywords: evolution; science; teaching; Teaching & Teacher Education; biology

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

APA (6th Edition):

Fisher, R. (2016). Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612569

Chicago Manual of Style (16th Edition):

Fisher, Rachel. “Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice .” 2016. Doctoral Dissertation, University of Arizona. Accessed January 26, 2020. http://hdl.handle.net/10150/612569.

MLA Handbook (7th Edition):

Fisher, Rachel. “Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice .” 2016. Web. 26 Jan 2020.

Vancouver:

Fisher R. Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/10150/612569.

Council of Science Editors:

Fisher R. Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612569

14. CARVAJAL AMAYA, HUGO ANDRES. DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media.

Degree: 2015, Universidad de los Andes

 La presente investigación corresponde a una práctica pedagógica reflexiva, que tuvo como finalidad desarrollar y fortalecer las habilidades argumentativas en ciencias naturales de estudiantes de… (more)

Subjects/Keywords: Argumentación en ciencias; secuencia didáctica; educación media; Science Argumentation; Teaching sequence; High School

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APA (6th Edition):

CARVAJAL AMAYA, H. A. (2015). DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. (Thesis). Universidad de los Andes. Retrieved from https://documentodegrado.uniandes.edu.co/documentos/6937.pdf

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):

CARVAJAL AMAYA, HUGO ANDRES. “DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. ” 2015. Thesis, Universidad de los Andes. Accessed January 26, 2020. https://documentodegrado.uniandes.edu.co/documentos/6937.pdf.

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

MLA Handbook (7th Edition):

CARVAJAL AMAYA, HUGO ANDRES. “DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. ” 2015. Web. 26 Jan 2020.

Vancouver:

CARVAJAL AMAYA HA. DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. [Internet] [Thesis]. Universidad de los Andes; 2015. [cited 2020 Jan 26]. Available from: https://documentodegrado.uniandes.edu.co/documentos/6937.pdf.

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

Council of Science Editors:

CARVAJAL AMAYA HA. DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. [Thesis]. Universidad de los Andes; 2015. Available from: https://documentodegrado.uniandes.edu.co/documentos/6937.pdf

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

15. CORTES TORRES, ANGELICA FERNANDA. DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media.

Degree: 2015, Universidad de los Andes

 La presente investigación corresponde a una práctica pedagógica reflexiva, que tuvo como finalidad desarrollar y fortalecer las habilidades argumentativas en ciencias naturales de estudiantes de… (more)

Subjects/Keywords: Argumentación en ciencias; secuencia didáctica; educación media; Science Argumentation; Teaching sequence; High School

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APA (6th Edition):

CORTES TORRES, A. F. (2015). DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. (Thesis). Universidad de los Andes. Retrieved from https://documentodegrado.uniandes.edu.co/documentos/6937.pdf

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):

CORTES TORRES, ANGELICA FERNANDA. “DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. ” 2015. Thesis, Universidad de los Andes. Accessed January 26, 2020. https://documentodegrado.uniandes.edu.co/documentos/6937.pdf.

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

MLA Handbook (7th Edition):

CORTES TORRES, ANGELICA FERNANDA. “DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. ” 2015. Web. 26 Jan 2020.

Vancouver:

CORTES TORRES AF. DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. [Internet] [Thesis]. Universidad de los Andes; 2015. [cited 2020 Jan 26]. Available from: https://documentodegrado.uniandes.edu.co/documentos/6937.pdf.

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

Council of Science Editors:

CORTES TORRES AF. DESARROLLO DE HABILIDADES ARGUMENTATIVAS A PARTIR DEL ANÁLISIS DE HÁBITOS ALIMENTICIOS: Práctica reflexiva para mejorar el desempeño en ciencias naturales de estudiantes de educación media. [Thesis]. Universidad de los Andes; 2015. Available from: https://documentodegrado.uniandes.edu.co/documentos/6937.pdf

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


Pontifical Catholic University of Rio de Janeiro

16. ANDRE DE BARROS BORGES. [en] CONSIDERATIONS ABOUT DERRIDA AND UNIVERSITY.

Degree: 2010, Pontifical Catholic University of Rio de Janeiro

[pt] A hipótese interpretativa que utilizamos nesta tese de doutorado é a de que a compreensão que Derrida tem da ideia de (contra) é fundamental… (more)

Subjects/Keywords: [pt] FILOSOFIA; [en] PHILOSOPHY; [pt] UNIVERSIDADE; [en] UNIVERSITY; [pt] ENSINO; [en] TEACHING; [pt] DERRIDA; [en] DERRIDA; [pt] DESCONSTRUCAO; [en] DESCONSTRUCTION

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APA (6th Edition):

BORGES, A. D. B. (2010). [en] CONSIDERATIONS ABOUT DERRIDA AND UNIVERSITY. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16293

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):

BORGES, ANDRE DE BARROS. “[en] CONSIDERATIONS ABOUT DERRIDA AND UNIVERSITY.” 2010. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16293.

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

MLA Handbook (7th Edition):

BORGES, ANDRE DE BARROS. “[en] CONSIDERATIONS ABOUT DERRIDA AND UNIVERSITY.” 2010. Web. 26 Jan 2020.

Vancouver:

BORGES ADB. [en] CONSIDERATIONS ABOUT DERRIDA AND UNIVERSITY. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2010. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16293.

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

Council of Science Editors:

BORGES ADB. [en] CONSIDERATIONS ABOUT DERRIDA AND UNIVERSITY. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2010. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16293

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


Pontifical Catholic University of Rio de Janeiro

17. LARISSA DA CONCEICAO BORGES DOS SANTOS. [en] GRAPH THEORY IN SECONDARY EDUCATION: A PROPOSAL.

Degree: 2018, Pontifical Catholic University of Rio de Janeiro

[pt] Este trabalho procura motivar e propor direções para uma abordagem de rudimentos da Teoria de Grafos nos anos finais da educação secundária brasileira. Os… (more)

Subjects/Keywords: [pt] ENSINO; [en] TEACHING; [pt] TEORIA DE GRAFOS; [en] GRAPH THEORY

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APA (6th Edition):

SANTOS, L. D. C. B. D. (2018). [en] GRAPH THEORY IN SECONDARY EDUCATION: A PROPOSAL. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33072

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):

SANTOS, LARISSA DA CONCEICAO BORGES DOS. “[en] GRAPH THEORY IN SECONDARY EDUCATION: A PROPOSAL.” 2018. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed January 26, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33072.

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

MLA Handbook (7th Edition):

SANTOS, LARISSA DA CONCEICAO BORGES DOS. “[en] GRAPH THEORY IN SECONDARY EDUCATION: A PROPOSAL.” 2018. Web. 26 Jan 2020.

Vancouver:

SANTOS LDCBD. [en] GRAPH THEORY IN SECONDARY EDUCATION: A PROPOSAL. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2018. [cited 2020 Jan 26]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33072.

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

Council of Science Editors:

SANTOS LDCBD. [en] GRAPH THEORY IN SECONDARY EDUCATION: A PROPOSAL. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2018. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33072

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


University of Georgia

18. Song, Youngjin. Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool.

Degree: PhD, Science Education, 2008, University of Georgia

 The purpose of this study was to investigate how chemistry teachers made sense of their studentsÕ learning and their own teaching practices when participating in… (more)

Subjects/Keywords: In-service science teaching

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APA (6th Edition):

Song, Y. (2008). Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/song_youngjin_200808_phd

Chicago Manual of Style (16th Edition):

Song, Youngjin. “Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool.” 2008. Doctoral Dissertation, University of Georgia. Accessed January 26, 2020. http://purl.galileo.usg.edu/uga_etd/song_youngjin_200808_phd.

MLA Handbook (7th Edition):

Song, Youngjin. “Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool.” 2008. Web. 26 Jan 2020.

Vancouver:

Song Y. Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Jan 26]. Available from: http://purl.galileo.usg.edu/uga_etd/song_youngjin_200808_phd.

Council of Science Editors:

Song Y. Chemistry teachers' sense-making of community-based inquiry lessons: a teacher inquiry project using the video analysis tool. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/song_youngjin_200808_phd


University of Hong Kong

19. 陳錦河; Chan, Kam-ho. Experienced teachers' development of pedagogical content knowledge for teaching a new topic.

Degree: PhD, 2014, University of Hong Kong

 New topics are continually being added to high school curricula to keep pace with scientific advancements; hence, it is not uncommon for science teachers to… (more)

Subjects/Keywords: Science - Study and teaching (Secondary)

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APA (6th Edition):

陳錦河; Chan, K. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Doctoral Dissertation). University of Hong Kong. Retrieved from Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671

Chicago Manual of Style (16th Edition):

陳錦河; Chan, Kam-ho. “Experienced teachers' development of pedagogical content knowledge for teaching a new topic.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed January 26, 2020. Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671.

MLA Handbook (7th Edition):

陳錦河; Chan, Kam-ho. “Experienced teachers' development of pedagogical content knowledge for teaching a new topic.” 2014. Web. 26 Jan 2020.

Vancouver:

陳錦河; Chan K. Experienced teachers' development of pedagogical content knowledge for teaching a new topic. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2020 Jan 26]. Available from: Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671.

Council of Science Editors:

陳錦河; Chan K. Experienced teachers' development of pedagogical content knowledge for teaching a new topic. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671


University of Hong Kong

20. Lin, Feng. Fostering scientific epistemology among elementary-school students through knowledge building.

Degree: PhD, 2015, University of Hong Kong

 This study examined the design, effects and processes of a computer-supported knowledge-building environment in fostering students’ epistemic views of science and science learning. Specifically, it… (more)

Subjects/Keywords: Science - Study and teaching (Elementary)

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APA (6th Edition):

Lin, F. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259

Chicago Manual of Style (16th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed January 26, 2020. Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

MLA Handbook (7th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Web. 26 Jan 2020.

Vancouver:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2020 Jan 26]. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

Council of Science Editors:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259


Addis Ababa University

21. Engida, Tsegaye. The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa .

Degree: 2012, Addis Ababa University

 This study investigates the current status of science practical works and laboratory activities in government, private, church and public schools in Addis Ababa City Administration… (more)

Subjects/Keywords: Practical Work in Science Teaching

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

APA (6th Edition):

Engida, T. (2012). The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4812

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):

Engida, Tsegaye. “The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa .” 2012. Thesis, Addis Ababa University. Accessed January 26, 2020. http://etd.aau.edu.et/dspace/handle/123456789/4812.

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

MLA Handbook (7th Edition):

Engida, Tsegaye. “The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa .” 2012. Web. 26 Jan 2020.

Vancouver:

Engida T. The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Jan 26]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4812.

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

Council of Science Editors:

Engida T. The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4812

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


University of Zambia

22. Siwale, Able. The provision of teaching and learning materials in science subjects in the High School of Northern Province .

Degree: 2013, University of Zambia

 This study investigated the provision of science teaching and learning materials in the high schools of Northern Province. The specific objectives of the study were… (more)

Subjects/Keywords: Science-Study and teaching

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

APA (6th Edition):

Siwale, A. (2013). The provision of teaching and learning materials in science subjects in the High School of Northern Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3052

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):

Siwale, Able. “The provision of teaching and learning materials in science subjects in the High School of Northern Province .” 2013. Thesis, University of Zambia. Accessed January 26, 2020. http://hdl.handle.net/123456789/3052.

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

MLA Handbook (7th Edition):

Siwale, Able. “The provision of teaching and learning materials in science subjects in the High School of Northern Province .” 2013. Web. 26 Jan 2020.

Vancouver:

Siwale A. The provision of teaching and learning materials in science subjects in the High School of Northern Province . [Internet] [Thesis]. University of Zambia; 2013. [cited 2020 Jan 26]. Available from: http://hdl.handle.net/123456789/3052.

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

Council of Science Editors:

Siwale A. The provision of teaching and learning materials in science subjects in the High School of Northern Province . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3052

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


Montana State University

23. Hopwood, Angela. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.

Degree: Graduate School, 2012, Montana State University

 In this study scientists were invited into the classroom over a two month period to measure change in students' perceptions of scientists, their willingness to… (more)

Subjects/Keywords: Science Study and teaching.; Scientists.

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

APA (6th Edition):

Hopwood, A. (2012). Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1504

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):

Hopwood, Angela. “Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.” 2012. Thesis, Montana State University. Accessed January 26, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1504.

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

MLA Handbook (7th Edition):

Hopwood, Angela. “Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.” 2012. Web. 26 Jan 2020.

Vancouver:

Hopwood A. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Jan 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1504.

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

Council of Science Editors:

Hopwood A. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1504

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


Montana State University

24. James, Brianna Jean. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.

Degree: College of Education, Health & Human Development, 2011, Montana State University

 This article suggests a strong correlation between students believing that science is relevant and student achievement in science. Seventy two freshman students in a high… (more)

Subjects/Keywords: Students.; Science Study and teaching.

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APA (6th Edition):

James, B. J. (2011). Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1550

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):

James, Brianna Jean. “Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.” 2011. Thesis, Montana State University. Accessed January 26, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1550.

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

MLA Handbook (7th Edition):

James, Brianna Jean. “Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.” 2011. Web. 26 Jan 2020.

Vancouver:

James BJ. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Jan 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1550.

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

Council of Science Editors:

James BJ. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1550

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


Montana State University

25. Piccillo, Alanna. Effects of making connections between science concepts and the outdoors on student comprehension.

Degree: Graduate School, 2011, Montana State University

 In this investigation, science concepts were taught in an outdoor setting with the intent of students making connections between the science concepts and the outdoors… (more)

Subjects/Keywords: Science Study and teaching.; Comprehension.

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

APA (6th Edition):

Piccillo, A. (2011). Effects of making connections between science concepts and the outdoors on student comprehension. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2057

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):

Piccillo, Alanna. “Effects of making connections between science concepts and the outdoors on student comprehension.” 2011. Thesis, Montana State University. Accessed January 26, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2057.

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

MLA Handbook (7th Edition):

Piccillo, Alanna. “Effects of making connections between science concepts and the outdoors on student comprehension.” 2011. Web. 26 Jan 2020.

Vancouver:

Piccillo A. Effects of making connections between science concepts and the outdoors on student comprehension. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Jan 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2057.

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

Council of Science Editors:

Piccillo A. Effects of making connections between science concepts and the outdoors on student comprehension. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2057

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


Montana State University

26. Wang, Paula L. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.

Degree: Graduate School, 2012, Montana State University

 Theropod nesting localities suggest some dinosaurs incubated eggs in a manner similar to modern birds; however, taphonomic studies of modern nesting localities are limited. Here,… (more)

Subjects/Keywords: Science Study and teaching.; Taphonomy.

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APA (6th Edition):

Wang, P. L. (2012). Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2498

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):

Wang, Paula L. “Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.” 2012. Thesis, Montana State University. Accessed January 26, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2498.

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

MLA Handbook (7th Edition):

Wang, Paula L. “Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.” 2012. Web. 26 Jan 2020.

Vancouver:

Wang PL. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Jan 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2498.

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

Council of Science Editors:

Wang PL. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2498

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


Montana State University

27. Teintze, Carol A. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.

Degree: Graduate School, 2013, Montana State University

 Developing lab skills is one of the purposes of the lab experience, yet students struggle with mastering them. Students are exposed to a number of… (more)

Subjects/Keywords: Science Study and teaching.; Laboratories.

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APA (6th Edition):

Teintze, C. A. (2013). Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8765

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):

Teintze, Carol A. “Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.” 2013. Thesis, Montana State University. Accessed January 26, 2020. https://scholarworks.montana.edu/xmlui/handle/1/8765.

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

MLA Handbook (7th Edition):

Teintze, Carol A. “Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.” 2013. Web. 26 Jan 2020.

Vancouver:

Teintze CA. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. [Internet] [Thesis]. Montana State University; 2013. [cited 2020 Jan 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8765.

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

Council of Science Editors:

Teintze CA. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8765

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


Columbia University

28. Stewart Jr., Phillip. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.

Degree: 2013, Columbia University

 Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda… (more)

Subjects/Keywords: Science – Study and teaching; Physics

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APA (6th Edition):

Stewart Jr., P. (2013). Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8QJ7QH4

Chicago Manual of Style (16th Edition):

Stewart Jr., Phillip. “Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.” 2013. Doctoral Dissertation, Columbia University. Accessed January 26, 2020. https://doi.org/10.7916/D8QJ7QH4.

MLA Handbook (7th Edition):

Stewart Jr., Phillip. “Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.” 2013. Web. 26 Jan 2020.

Vancouver:

Stewart Jr. P. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Jan 26]. Available from: https://doi.org/10.7916/D8QJ7QH4.

Council of Science Editors:

Stewart Jr. P. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8QJ7QH4


Columbia University

29. Taher, Tanzina. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.

Degree: 2012, Columbia University

 As our current society becomes more and more dependent on science and technology, it calls for our students to be more science-oriented and involved in… (more)

Subjects/Keywords: Science – Study and teaching

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

APA (6th Edition):

Taher, T. (2012). Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8XK8NR1

Chicago Manual of Style (16th Edition):

Taher, Tanzina. “Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.” 2012. Doctoral Dissertation, Columbia University. Accessed January 26, 2020. https://doi.org/10.7916/D8XK8NR1.

MLA Handbook (7th Edition):

Taher, Tanzina. “Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.” 2012. Web. 26 Jan 2020.

Vancouver:

Taher T. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Jan 26]. Available from: https://doi.org/10.7916/D8XK8NR1.

Council of Science Editors:

Taher T. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8XK8NR1


Columbia University

30. Lyons, Cheryl. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.

Degree: 2014, Columbia University

 Reasoning about systems is necessary for understanding many modern issues that face society and is important for future scientists and all citizens. Systems thinking may… (more)

Subjects/Keywords: Science – Study and teaching

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

APA (6th Edition):

Lyons, C. (2014). Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8G73BTT

Chicago Manual of Style (16th Edition):

Lyons, Cheryl. “Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.” 2014. Doctoral Dissertation, Columbia University. Accessed January 26, 2020. https://doi.org/10.7916/D8G73BTT.

MLA Handbook (7th Edition):

Lyons, Cheryl. “Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.” 2014. Web. 26 Jan 2020.

Vancouver:

Lyons C. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2020 Jan 26]. Available from: https://doi.org/10.7916/D8G73BTT.

Council of Science Editors:

Lyons C. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8G73BTT

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