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You searched for subject:( inquiry based learning). Showing records 1 – 30 of 64808 total matches.

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University of Georgia

1. Lin, Jing. A study of students' inquiry-based I-Search learning experiences.

Degree: PhD, Instructional Technology, 2007, University of Georgia

Inquiry-based learning has triggered interest among educational researchers and practitioners for a long time, for it is a promising teaching and learning method that makes… (more)

Subjects/Keywords: Inquiry-based learning

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APA (6th Edition):

Lin, J. (2007). A study of students' inquiry-based I-Search learning experiences. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lin_jing_200712_phd

Chicago Manual of Style (16th Edition):

Lin, Jing. “A study of students' inquiry-based I-Search learning experiences.” 2007. Doctoral Dissertation, University of Georgia. Accessed March 21, 2019. http://purl.galileo.usg.edu/uga_etd/lin_jing_200712_phd.

MLA Handbook (7th Edition):

Lin, Jing. “A study of students' inquiry-based I-Search learning experiences.” 2007. Web. 21 Mar 2019.

Vancouver:

Lin J. A study of students' inquiry-based I-Search learning experiences. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Mar 21]. Available from: http://purl.galileo.usg.edu/uga_etd/lin_jing_200712_phd.

Council of Science Editors:

Lin J. A study of students' inquiry-based I-Search learning experiences. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/lin_jing_200712_phd


Texas A&M University

2. Baldwin, Moira Jenkins. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.

Degree: 2012, Texas A&M University

 This study compared middle school (i.e., fifth, sixth and seventh grade) students? mental models of the day/night cycle before and after implementation of three inquiry-based(more)

Subjects/Keywords: inquiry-based learning; mental models

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APA (6th Edition):

Baldwin, M. J. (2012). The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148192

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):

Baldwin, Moira Jenkins. “The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.” 2012. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/148192.

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

MLA Handbook (7th Edition):

Baldwin, Moira Jenkins. “The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.” 2012. Web. 21 Mar 2019.

Vancouver:

Baldwin MJ. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/148192.

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

Council of Science Editors:

Baldwin MJ. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148192

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


Montana State University

3. Brown, Deborah Louise. What did I learn? : helping students learn through scientific inquiry.

Degree: Graduate School, 2011, Montana State University

 Students enjoy doing labs in biology. However, too often the labs are prearranged cookbook labs where students follow detailed directions blindly without understanding lab concepts… (more)

Subjects/Keywords: Inquiry-based learning.; Biology.

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APA (6th Edition):

Brown, D. L. (2011). What did I learn? : helping students learn through scientific inquiry. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/983

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):

Brown, Deborah Louise. “What did I learn? : helping students learn through scientific inquiry.” 2011. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/983.

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

MLA Handbook (7th Edition):

Brown, Deborah Louise. “What did I learn? : helping students learn through scientific inquiry.” 2011. Web. 21 Mar 2019.

Vancouver:

Brown DL. What did I learn? : helping students learn through scientific inquiry. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/983.

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

Council of Science Editors:

Brown DL. What did I learn? : helping students learn through scientific inquiry. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/983

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


Louisiana State University

4. Branton, Rebecca. The effects of teaching style on student learning of DNA.

Degree: MNS, Physical Sciences and Mathematics, 2012, Louisiana State University

 New methods and practices are constantly being introduced in education due to new research that emerges as a push for student achievement increases. We as… (more)

Subjects/Keywords: inquiry based learning; traditional style learning

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APA (6th Edition):

Branton, R. (2012). The effects of teaching style on student learning of DNA. (Masters Thesis). Louisiana State University. Retrieved from etd-07102012-202739 ; https://digitalcommons.lsu.edu/gradschool_theses/2345

Chicago Manual of Style (16th Edition):

Branton, Rebecca. “The effects of teaching style on student learning of DNA.” 2012. Masters Thesis, Louisiana State University. Accessed March 21, 2019. etd-07102012-202739 ; https://digitalcommons.lsu.edu/gradschool_theses/2345.

MLA Handbook (7th Edition):

Branton, Rebecca. “The effects of teaching style on student learning of DNA.” 2012. Web. 21 Mar 2019.

Vancouver:

Branton R. The effects of teaching style on student learning of DNA. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Mar 21]. Available from: etd-07102012-202739 ; https://digitalcommons.lsu.edu/gradschool_theses/2345.

Council of Science Editors:

Branton R. The effects of teaching style on student learning of DNA. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07102012-202739 ; https://digitalcommons.lsu.edu/gradschool_theses/2345


University of Georgia

5. Apedoe, Xornam Sellina. Inquiry-based learning and a digital library in undergraduate science: opportunities realized and challenges remaining.

Degree: PhD, Instructional Technology, 2005, University of Georgia

 There is a revolution in earth science education promoting a re-conceptualization of teaching and learning in the earth sciences. Advocates for change, recommend that earth… (more)

Subjects/Keywords: Inquiry-based Learning

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

APA (6th Edition):

Apedoe, X. S. (2005). Inquiry-based learning and a digital library in undergraduate science: opportunities realized and challenges remaining. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/apedoe_xornam_s_200508_phd

Chicago Manual of Style (16th Edition):

Apedoe, Xornam Sellina. “Inquiry-based learning and a digital library in undergraduate science: opportunities realized and challenges remaining.” 2005. Doctoral Dissertation, University of Georgia. Accessed March 21, 2019. http://purl.galileo.usg.edu/uga_etd/apedoe_xornam_s_200508_phd.

MLA Handbook (7th Edition):

Apedoe, Xornam Sellina. “Inquiry-based learning and a digital library in undergraduate science: opportunities realized and challenges remaining.” 2005. Web. 21 Mar 2019.

Vancouver:

Apedoe XS. Inquiry-based learning and a digital library in undergraduate science: opportunities realized and challenges remaining. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Mar 21]. Available from: http://purl.galileo.usg.edu/uga_etd/apedoe_xornam_s_200508_phd.

Council of Science Editors:

Apedoe XS. Inquiry-based learning and a digital library in undergraduate science: opportunities realized and challenges remaining. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/apedoe_xornam_s_200508_phd


Universiteit Utrecht

6. Tompazi, K. Teachers' Professional Development of IBL skills in science through PRIMAS project.

Degree: 2014, Universiteit Utrecht

Inquiry-based learning (IBL) promotes student learning and the development of competencies like self-directed learning and exploring new knowledge areas. Unfortunately, many teachers lack experience in… (more)

Subjects/Keywords: Inquiry-based learning; Professional Development; teaching practices

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APA (6th Edition):

Tompazi, K. (2014). Teachers' Professional Development of IBL skills in science through PRIMAS project. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/298074

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed March 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 21 Mar 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Mar 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074


University of Southern California

7. Le, Terry. Evaluation of the long term impact of a yearlong university high school laboratory research program on students’ interest in science and perceptions of science coursework.

Degree: MEd, Education, 2010, University of Southern California

 Compared to other developed nations, America’s ranking continues to drop in math and science education. If America intends to develop a strong scientifically literate citizenry… (more)

Subjects/Keywords: STEM; inquiry based learning; science interest

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APA (6th Edition):

Le, T. (2010). Evaluation of the long term impact of a yearlong university high school laboratory research program on students’ interest in science and perceptions of science coursework. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/478870/rec/2539

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):

Le, Terry. “Evaluation of the long term impact of a yearlong university high school laboratory research program on students’ interest in science and perceptions of science coursework.” 2010. Thesis, University of Southern California. Accessed March 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/478870/rec/2539.

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

MLA Handbook (7th Edition):

Le, Terry. “Evaluation of the long term impact of a yearlong university high school laboratory research program on students’ interest in science and perceptions of science coursework.” 2010. Web. 21 Mar 2019.

Vancouver:

Le T. Evaluation of the long term impact of a yearlong university high school laboratory research program on students’ interest in science and perceptions of science coursework. [Internet] [Thesis]. University of Southern California; 2010. [cited 2019 Mar 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/478870/rec/2539.

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

Council of Science Editors:

Le T. Evaluation of the long term impact of a yearlong university high school laboratory research program on students’ interest in science and perceptions of science coursework. [Thesis]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/478870/rec/2539

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


Montana State University

8. Madden, Kathryn R. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.

Degree: Graduate School, 2011, Montana State University

 A variety of inquiry based lessons and non inquiry based lessons were used to motivate and increase academic success with a freshman biology honors students.… (more)

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

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APA (6th Edition):

Madden, K. R. (2011). The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1773

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):

Madden, Kathryn R. “The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.” 2011. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1773.

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

MLA Handbook (7th Edition):

Madden, Kathryn R. “The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.” 2011. Web. 21 Mar 2019.

Vancouver:

Madden KR. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1773.

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

Council of Science Editors:

Madden KR. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1773

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


Montana State University

9. Honzel, Brandon. The effects of an inquiry-based data-to-concept curriculum.

Degree: Graduate School, 2012, Montana State University

 This action research evaluates the effects of the implementation of an inquiry-based, data-to-concept curriculum on students and teachers. The data-to-concept model is a pedagogical approach… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.

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APA (6th Edition):

Honzel, B. (2012). The effects of an inquiry-based data-to-concept curriculum. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1497

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):

Honzel, Brandon. “The effects of an inquiry-based data-to-concept curriculum.” 2012. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1497.

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

MLA Handbook (7th Edition):

Honzel, Brandon. “The effects of an inquiry-based data-to-concept curriculum.” 2012. Web. 21 Mar 2019.

Vancouver:

Honzel B. The effects of an inquiry-based data-to-concept curriculum. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1497.

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

Council of Science Editors:

Honzel B. The effects of an inquiry-based data-to-concept curriculum. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1497

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


Montana State University

10. Cornelius, Matthew. The 5E learning cycle and students understanding of the nature of science.

Degree: Graduate School, 2012, Montana State University

 One of the most important aspects of teaching science is to provide students with the knowledge and tools for them to understand the nature of… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.

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APA (6th Edition):

Cornelius, M. (2012). The 5E learning cycle and students understanding of the nature of science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1112

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):

Cornelius, Matthew. “The 5E learning cycle and students understanding of the nature of science.” 2012. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1112.

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

MLA Handbook (7th Edition):

Cornelius, Matthew. “The 5E learning cycle and students understanding of the nature of science.” 2012. Web. 21 Mar 2019.

Vancouver:

Cornelius M. The 5E learning cycle and students understanding of the nature of science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1112.

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

Council of Science Editors:

Cornelius M. The 5E learning cycle and students understanding of the nature of science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1112

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 March 21, 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. 21 Mar 2019.

Vancouver:

Lynn HB. Guided inquiry using the 5E instructional model with high school physics. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 21]. 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. Anderson, Jessica K. Effects of questioning strategies on students' inquiry skills during a physics research project.

Degree: Graduate School, 2012, Montana State University

 In this investigation, teacher and student questioning strategies were implemented within physics research projects with the intention of improving students' inquiry skills. Students involved in… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.

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APA (6th Edition):

Anderson, J. K. (2012). Effects of questioning strategies on students' inquiry skills during a physics research project. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/830

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):

Anderson, Jessica K. “Effects of questioning strategies on students' inquiry skills during a physics research project.” 2012. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/830.

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

MLA Handbook (7th Edition):

Anderson, Jessica K. “Effects of questioning strategies on students' inquiry skills during a physics research project.” 2012. Web. 21 Mar 2019.

Vancouver:

Anderson JK. Effects of questioning strategies on students' inquiry skills during a physics research project. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/830.

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

Council of Science Editors:

Anderson JK. Effects of questioning strategies on students' inquiry skills during a physics research project. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/830

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


Montana State University

13. Betts, Daniel K. Does scaffolding help to improve the open inquiry experience for chemistry students?.

Degree: Graduate School, 2015, Montana State University

 New curricula seem to be placing a greater emphasis on inquiry laboratory work in the high school sciences. This study looked at how scaffolding guided… (more)

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

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APA (6th Edition):

Betts, D. K. (2015). Does scaffolding help to improve the open inquiry experience for chemistry students?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9240

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):

Betts, Daniel K. “Does scaffolding help to improve the open inquiry experience for chemistry students?.” 2015. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9240.

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

MLA Handbook (7th Edition):

Betts, Daniel K. “Does scaffolding help to improve the open inquiry experience for chemistry students?.” 2015. Web. 21 Mar 2019.

Vancouver:

Betts DK. Does scaffolding help to improve the open inquiry experience for chemistry students?. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9240.

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

Council of Science Editors:

Betts DK. Does scaffolding help to improve the open inquiry experience for chemistry students?. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9240

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


University of Manitoba

14. Law, David. Developing conceptual understanding of equality and equation in grade 8 algebra through inquiry based processes featuring the balance.

Degree: Curriculum, Teaching and Learning, 2015, University of Manitoba

 Over a three-week period in March and April 2015, I administered an action research project in a grade eight mathematics class. I addressed a need… (more)

Subjects/Keywords: Inquiry based learning; Balance; Grade 8 algebra

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APA (6th Edition):

Law, D. (2015). Developing conceptual understanding of equality and equation in grade 8 algebra through inquiry based processes featuring the balance. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31062

Chicago Manual of Style (16th Edition):

Law, David. “Developing conceptual understanding of equality and equation in grade 8 algebra through inquiry based processes featuring the balance.” 2015. Masters Thesis, University of Manitoba. Accessed March 21, 2019. http://hdl.handle.net/1993/31062.

MLA Handbook (7th Edition):

Law, David. “Developing conceptual understanding of equality and equation in grade 8 algebra through inquiry based processes featuring the balance.” 2015. Web. 21 Mar 2019.

Vancouver:

Law D. Developing conceptual understanding of equality and equation in grade 8 algebra through inquiry based processes featuring the balance. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1993/31062.

Council of Science Editors:

Law D. Developing conceptual understanding of equality and equation in grade 8 algebra through inquiry based processes featuring the balance. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/31062


McGill University

15. Saunders-Stewart, Katie Suzanne. Students' perceptions of the important outcomes of inquiry-based teaching and learning.

Degree: PhD, Department of Educational and Counselling Psychology., 2008, McGill University

 This study explored outcomes of inquiry-based teaching and learning as perceived by students, and which they felt were the most important or salient. Participants were… (more)

Subjects/Keywords: Inquiry-based learning.

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APA (6th Edition):

Saunders-Stewart, K. S. (2008). Students' perceptions of the important outcomes of inquiry-based teaching and learning. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile115639.pdf

Chicago Manual of Style (16th Edition):

Saunders-Stewart, Katie Suzanne. “Students' perceptions of the important outcomes of inquiry-based teaching and learning.” 2008. Doctoral Dissertation, McGill University. Accessed March 21, 2019. http://digitool.library.mcgill.ca/thesisfile115639.pdf.

MLA Handbook (7th Edition):

Saunders-Stewart, Katie Suzanne. “Students' perceptions of the important outcomes of inquiry-based teaching and learning.” 2008. Web. 21 Mar 2019.

Vancouver:

Saunders-Stewart KS. Students' perceptions of the important outcomes of inquiry-based teaching and learning. [Internet] [Doctoral dissertation]. McGill University; 2008. [cited 2019 Mar 21]. Available from: http://digitool.library.mcgill.ca/thesisfile115639.pdf.

Council of Science Editors:

Saunders-Stewart KS. Students' perceptions of the important outcomes of inquiry-based teaching and learning. [Doctoral Dissertation]. McGill University; 2008. Available from: http://digitool.library.mcgill.ca/thesisfile115639.pdf


University of Missouri – Columbia

16. Herndon, Kevin Douglas. Examining the beliefs of pre-service teachers in agricultural education toward the use of inquiry teaching : a grounded theory study.

Degree: 2016, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to describe the beliefs pre-service teachers in agricultural education… (more)

Subjects/Keywords: Agricultural education; Student teachers; Inquiry-based learning

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APA (6th Edition):

Herndon, K. D. (2016). Examining the beliefs of pre-service teachers in agricultural education toward the use of inquiry teaching : a grounded theory study. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/56413

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):

Herndon, Kevin Douglas. “Examining the beliefs of pre-service teachers in agricultural education toward the use of inquiry teaching : a grounded theory study.” 2016. Thesis, University of Missouri – Columbia. Accessed March 21, 2019. http://hdl.handle.net/10355/56413.

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

MLA Handbook (7th Edition):

Herndon, Kevin Douglas. “Examining the beliefs of pre-service teachers in agricultural education toward the use of inquiry teaching : a grounded theory study.” 2016. Web. 21 Mar 2019.

Vancouver:

Herndon KD. Examining the beliefs of pre-service teachers in agricultural education toward the use of inquiry teaching : a grounded theory study. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10355/56413.

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

Council of Science Editors:

Herndon KD. Examining the beliefs of pre-service teachers in agricultural education toward the use of inquiry teaching : a grounded theory study. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/56413

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


Montana State University

17. Bidwell, Tracey Ann. The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.

Degree: Graduate School, 2016, Montana State University

 This action based research project focused on Argument Driven Inquiry as a means to improve student learning during science laboratory investigations. The goal of the… (more)

Subjects/Keywords: Inquiry-based learning.; Reasoning.; Chemistry.; Teaching.

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

APA (6th Edition):

Bidwell, T. A. (2016). The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10032

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):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

MLA Handbook (7th Edition):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Web. 21 Mar 2019.

Vancouver:

Bidwell TA. The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

Council of Science Editors:

Bidwell TA. The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10032

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


Montana State University

18. Leavell, Dan. Modeling in the classroom : using inquiry to increase understanding and motivation.

Degree: Graduate School, 2016, Montana State University

 Students that participated in this capstone research constructed their own questions from an assigned theme and then created a procedure to collect data. They then… (more)

Subjects/Keywords: Inquiry-based learning.; Students Attitudes.; Case method.

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APA (6th Edition):

Leavell, D. (2016). Modeling in the classroom : using inquiry to increase understanding and motivation. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10068

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):

Leavell, Dan. “Modeling in the classroom : using inquiry to increase understanding and motivation.” 2016. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10068.

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

MLA Handbook (7th Edition):

Leavell, Dan. “Modeling in the classroom : using inquiry to increase understanding and motivation.” 2016. Web. 21 Mar 2019.

Vancouver:

Leavell D. Modeling in the classroom : using inquiry to increase understanding and motivation. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10068.

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

Council of Science Editors:

Leavell D. Modeling in the classroom : using inquiry to increase understanding and motivation. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10068

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


University of Waikato

19. Davies, Angelena. Appreciating Learning: Children using Appreciative Inquiry as an approach to helping them to understand their learning .

Degree: 2013, University of Waikato

 Understanding one’s own learning (or meta-learning) is a topic of increasing interest in education in the 21st century. Children, who know how they learn, know… (more)

Subjects/Keywords: Appreciative Inquiry; Learning; Meta-learning; strengths-based learning; social constructivist learning

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

APA (6th Edition):

Davies, A. (2013). Appreciating Learning: Children using Appreciative Inquiry as an approach to helping them to understand their learning . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8464

Chicago Manual of Style (16th Edition):

Davies, Angelena. “Appreciating Learning: Children using Appreciative Inquiry as an approach to helping them to understand their learning .” 2013. Masters Thesis, University of Waikato. Accessed March 21, 2019. http://hdl.handle.net/10289/8464.

MLA Handbook (7th Edition):

Davies, Angelena. “Appreciating Learning: Children using Appreciative Inquiry as an approach to helping them to understand their learning .” 2013. Web. 21 Mar 2019.

Vancouver:

Davies A. Appreciating Learning: Children using Appreciative Inquiry as an approach to helping them to understand their learning . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10289/8464.

Council of Science Editors:

Davies A. Appreciating Learning: Children using Appreciative Inquiry as an approach to helping them to understand their learning . [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8464


University of Western Australia

20. Mohamad Nordin, Norhisham. Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools.

Degree: PhD, 2012, University of Western Australia

[Truncated abstract] This study explored the possibility of wikis to be used as tools for collaborative learning and knowledge sharing in schools. The social constructivist… (more)

Subjects/Keywords: Wikis; Information systems; Collaborative learning; Inquiry-based learning; Problem-based learning; Project-based learning; Design-based research; Malaysian schools

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

APA (6th Edition):

Mohamad Nordin, N. (2012). Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32658&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Mohamad Nordin, Norhisham. “Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools.” 2012. Doctoral Dissertation, University of Western Australia. Accessed March 21, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32658&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Mohamad Nordin, Norhisham. “Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools.” 2012. Web. 21 Mar 2019.

Vancouver:

Mohamad Nordin N. Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools. [Internet] [Doctoral dissertation]. University of Western Australia; 2012. [cited 2019 Mar 21]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32658&local_base=GEN01-INS01.

Council of Science Editors:

Mohamad Nordin N. Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools. [Doctoral Dissertation]. University of Western Australia; 2012. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32658&local_base=GEN01-INS01


Victoria University of Wellington

21. Snedden, Erika Helen. Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community.

Degree: 2011, Victoria University of Wellington

 Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen… (more)

Subjects/Keywords: Leadership; Professional learning community; PLC; Arts-based inquiry; Arts-based enquiry

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APA (6th Edition):

Snedden, E. H. (2011). Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2298

Chicago Manual of Style (16th Edition):

Snedden, Erika Helen. “Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community.” 2011. Masters Thesis, Victoria University of Wellington. Accessed March 21, 2019. http://hdl.handle.net/10063/2298.

MLA Handbook (7th Edition):

Snedden, Erika Helen. “Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community.” 2011. Web. 21 Mar 2019.

Vancouver:

Snedden EH. Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10063/2298.

Council of Science Editors:

Snedden EH. Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/2298


Queens University

22. Anstey, Lauren M. Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience .

Degree: Education, 2016, Queens University

 Anatomy education is challenged to develop contemporary approaches to teaching and learning that move beyond factual recall to elicit from students meaningful and deep understandings… (more)

Subjects/Keywords: inquiry-based learning; authentic learning; undergraduate education; anatomy education

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APA (6th Edition):

Anstey, L. M. (2016). Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/14125

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):

Anstey, Lauren M. “Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience .” 2016. Thesis, Queens University. Accessed March 21, 2019. http://hdl.handle.net/1974/14125.

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

MLA Handbook (7th Edition):

Anstey, Lauren M. “Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience .” 2016. Web. 21 Mar 2019.

Vancouver:

Anstey LM. Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience . [Internet] [Thesis]. Queens University; 2016. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1974/14125.

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

Council of Science Editors:

Anstey LM. Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/14125

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


Montana State University

23. Rouwenhorst, Lisa Kay. The impact of discrepant events on a 10th grade biology classroom.

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

 I find that the first few minutes of class is the most critical. The students have a hard time settling in and switching their brain… (more)

Subjects/Keywords: 5E learning cycle.; Biology.; High school students.; Inquiry-based learning.

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APA (6th Edition):

Rouwenhorst, L. K. (2017). The impact of discrepant events on a 10th grade biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13684

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):

Rouwenhorst, Lisa Kay. “The impact of discrepant events on a 10th grade biology classroom.” 2017. Thesis, Montana State University. Accessed March 21, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13684.

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

MLA Handbook (7th Edition):

Rouwenhorst, Lisa Kay. “The impact of discrepant events on a 10th grade biology classroom.” 2017. Web. 21 Mar 2019.

Vancouver:

Rouwenhorst LK. The impact of discrepant events on a 10th grade biology classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Mar 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13684.

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

Council of Science Editors:

Rouwenhorst LK. The impact of discrepant events on a 10th grade biology classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13684

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


University of Missouri – Columbia

24. Haggard, David A., 1953-. Inquiry-based instruction implementation: a district's learning experience through teacher input.

Degree: 2010, University of Missouri – Columbia

Inquiry-based Instruction is a format of instruction that is reported to provide students opportunities to develop their higher-order thinking skills (analysis, synthesis, and evaluation) as… (more)

Subjects/Keywords: School improvement programs; Inquiry-based learning; Active learning; Effective teaching; Teaching

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APA (6th Edition):

Haggard, David A., 1. (2010). Inquiry-based instruction implementation: a district's learning experience through teacher input. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/8299

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):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Thesis, University of Missouri – Columbia. Accessed March 21, 2019. http://hdl.handle.net/10355/8299.

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

MLA Handbook (7th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Web. 21 Mar 2019.

Vancouver:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10355/8299.

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

Council of Science Editors:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Thesis]. University of Missouri – Columbia; 2010. Available from: http://hdl.handle.net/10355/8299

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


Florida Atlantic University

25. Munro, Sophia. The self-reported use of metacognitive reading strategies of community college students.

Degree: PhD, 2011, Florida Atlantic University

Summary: College requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies,… (more)

Subjects/Keywords: Reading, Psychology of; Cognitive learning; Inquiry-based learning

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APA (6th Edition):

Munro, S. (2011). The self-reported use of metacognitive reading strategies of community college students. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3333057

Chicago Manual of Style (16th Edition):

Munro, Sophia. “The self-reported use of metacognitive reading strategies of community college students.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed March 21, 2019. http://purl.flvc.org/FAU/3333057.

MLA Handbook (7th Edition):

Munro, Sophia. “The self-reported use of metacognitive reading strategies of community college students.” 2011. Web. 21 Mar 2019.

Vancouver:

Munro S. The self-reported use of metacognitive reading strategies of community college students. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2019 Mar 21]. Available from: http://purl.flvc.org/FAU/3333057.

Council of Science Editors:

Munro S. The self-reported use of metacognitive reading strategies of community college students. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3333057


Florida Atlantic University

26. Coyle, Jasmine. Knots in the woods: an assessment of the effects of location on self-directed experiential learning.

Degree: MS, 2014, Florida Atlantic University

Summary: My research measured completion and retention of procedural learning tasks, and declarative and procedural components of engagement in indoor and outdoor settings. Instructor-assisted Self-Directed… (more)

Subjects/Keywords: Active learning; Education, Higher  – Philosophy; Experiential learning; Group learning in education; Inquiry based learning

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

APA (6th Edition):

Coyle, J. (2014). Knots in the woods: an assessment of the effects of location on self-directed experiential learning. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004095 ; (URL) http://purl.flvc.org/fau/fd/FA00004095

Chicago Manual of Style (16th Edition):

Coyle, Jasmine. “Knots in the woods: an assessment of the effects of location on self-directed experiential learning.” 2014. Masters Thesis, Florida Atlantic University. Accessed March 21, 2019. http://purl.flvc.org/fau/fd/FA00004095 ; (URL) http://purl.flvc.org/fau/fd/FA00004095.

MLA Handbook (7th Edition):

Coyle, Jasmine. “Knots in the woods: an assessment of the effects of location on self-directed experiential learning.” 2014. Web. 21 Mar 2019.

Vancouver:

Coyle J. Knots in the woods: an assessment of the effects of location on self-directed experiential learning. [Internet] [Masters thesis]. Florida Atlantic University; 2014. [cited 2019 Mar 21]. Available from: http://purl.flvc.org/fau/fd/FA00004095 ; (URL) http://purl.flvc.org/fau/fd/FA00004095.

Council of Science Editors:

Coyle J. Knots in the woods: an assessment of the effects of location on self-directed experiential learning. [Masters Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004095 ; (URL) http://purl.flvc.org/fau/fd/FA00004095


University of Houston

27. Segura, Perri 1967-. Using Inquiry to Teach and Learn Science: A Narrative Inquiry.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 The focus of this inquiry was to further the understanding of what happens to science teachers’ beliefs about inquiry-based science instruction, as well as their… (more)

Subjects/Keywords: inquiry; science as inquiry; professional development; inquiry-based professional development; pre-service learning; Science Study and teaching – Texas; Education Research Methodology – Texas; Inquiry-based learning – Texas

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APA (6th Edition):

Segura, P. 1. (2011). Using Inquiry to Teach and Learn Science: A Narrative Inquiry. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/451

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):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Thesis, University of Houston. Accessed March 21, 2019. http://hdl.handle.net/10657/451.

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

MLA Handbook (7th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Web. 21 Mar 2019.

Vancouver:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10657/451.

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

Council of Science Editors:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/451

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


Brigham Young University

28. Cornwall, Jeffrey Melvin. Tailoring Student Learning: Inquiry-Based Learning in the Elementary Art Classroom.

Degree: MA, 2015, Brigham Young University

 This research study explored the role of the elementary art educator in facilitating individualized learning experiences for students in contrast to a standardized culture of… (more)

Subjects/Keywords: a/r/tography; elementary art education; inquiry; inquiry-based learning; integration; contemporary art; Art Practice

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APA (6th Edition):

Cornwall, J. M. (2015). Tailoring Student Learning: Inquiry-Based Learning in the Elementary Art Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6664&context=etd

Chicago Manual of Style (16th Edition):

Cornwall, Jeffrey Melvin. “Tailoring Student Learning: Inquiry-Based Learning in the Elementary Art Classroom.” 2015. Masters Thesis, Brigham Young University. Accessed March 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6664&context=etd.

MLA Handbook (7th Edition):

Cornwall, Jeffrey Melvin. “Tailoring Student Learning: Inquiry-Based Learning in the Elementary Art Classroom.” 2015. Web. 21 Mar 2019.

Vancouver:

Cornwall JM. Tailoring Student Learning: Inquiry-Based Learning in the Elementary Art Classroom. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2019 Mar 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6664&context=etd.

Council of Science Editors:

Cornwall JM. Tailoring Student Learning: Inquiry-Based Learning in the Elementary Art Classroom. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6664&context=etd


Penn State University

29. Autid, Waeodao. MATHEMATICS TEACHERS CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND.

Degree: 2017, Penn State University

 Literature on teacher professional development has focused on teacher learning as the processes of change in classroom practice, student learning outcomes and teachers beliefs and… (more)

Subjects/Keywords: STEM implementation; STEM education workshop; inquiry-based-learning; project-based-learning; game-based-activity; independent learning

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

APA (6th Edition):

Autid, W. (2017). MATHEMATICS TEACHERS CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14737wua107

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):

Autid, Waeodao. “MATHEMATICS TEACHERS CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND.” 2017. Thesis, Penn State University. Accessed March 21, 2019. https://etda.libraries.psu.edu/catalog/14737wua107.

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

MLA Handbook (7th Edition):

Autid, Waeodao. “MATHEMATICS TEACHERS CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND.” 2017. Web. 21 Mar 2019.

Vancouver:

Autid W. MATHEMATICS TEACHERS CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Mar 21]. Available from: https://etda.libraries.psu.edu/catalog/14737wua107.

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

Council of Science Editors:

Autid W. MATHEMATICS TEACHERS CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/14737wua107

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


University of North Texas

30. Williams-Rossi, Dara. The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.

Degree: 2009, University of North Texas

 Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of… (more)

Subjects/Keywords: elementary science; Science education; inquiry; Inquiry-based learning.; Science  – Study and teaching (Elementary); Science teachers.; Inquiry Institute (Lambertville, N.J.)

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

APA (6th Edition):

Williams-Rossi, D. (2009). The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9911/

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):

Williams-Rossi, Dara. “The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.” 2009. Thesis, University of North Texas. Accessed March 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc9911/.

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

MLA Handbook (7th Edition):

Williams-Rossi, Dara. “The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.” 2009. Web. 21 Mar 2019.

Vancouver:

Williams-Rossi D. The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Mar 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9911/.

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

Council of Science Editors:

Williams-Rossi D. The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc9911/

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

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