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You searched for subject:(5E learning cycle ). Showing records 1 – 30 of 52014 total matches.

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Montana State University

1. 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 April 20, 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. 20 Apr 2019.

Vancouver:

Rouwenhorst LK. The impact of discrepant events on a 10th grade biology classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 20]. 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


Louisiana State University

2. Deliberto, Bianca Rodrigue. Robotics and Inquiry: Addressing the Impact on Student Understanding of Physics Concepts (Force and Motion) from Select Rural Louisiana Elementary Students through Robotics Instruction Immersed within the 5E Learning Cycle Model.

Degree: PhD, Education, 2014, Louisiana State University

 This embedded mixed methods study investigates the development of rural elementary students’ conceptual understanding of force and motion as a result of the implementation of… (more)

Subjects/Keywords: robotics; mixed methods; 5E Learning Cycle Model; force and motion

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APA (6th Edition):

Deliberto, B. R. (2014). Robotics and Inquiry: Addressing the Impact on Student Understanding of Physics Concepts (Force and Motion) from Select Rural Louisiana Elementary Students through Robotics Instruction Immersed within the 5E Learning Cycle Model. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11072014-180014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2967

Chicago Manual of Style (16th Edition):

Deliberto, Bianca Rodrigue. “Robotics and Inquiry: Addressing the Impact on Student Understanding of Physics Concepts (Force and Motion) from Select Rural Louisiana Elementary Students through Robotics Instruction Immersed within the 5E Learning Cycle Model.” 2014. Doctoral Dissertation, Louisiana State University. Accessed April 20, 2019. etd-11072014-180014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2967.

MLA Handbook (7th Edition):

Deliberto, Bianca Rodrigue. “Robotics and Inquiry: Addressing the Impact on Student Understanding of Physics Concepts (Force and Motion) from Select Rural Louisiana Elementary Students through Robotics Instruction Immersed within the 5E Learning Cycle Model.” 2014. Web. 20 Apr 2019.

Vancouver:

Deliberto BR. Robotics and Inquiry: Addressing the Impact on Student Understanding of Physics Concepts (Force and Motion) from Select Rural Louisiana Elementary Students through Robotics Instruction Immersed within the 5E Learning Cycle Model. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Apr 20]. Available from: etd-11072014-180014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2967.

Council of Science Editors:

Deliberto BR. Robotics and Inquiry: Addressing the Impact on Student Understanding of Physics Concepts (Force and Motion) from Select Rural Louisiana Elementary Students through Robotics Instruction Immersed within the 5E Learning Cycle Model. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-11072014-180014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2967


Montana State University

3. Idar, April M. Inquiry-based instructional strategies and science content vocabulary.

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

 Due to the sophisticated academic vocabulary in science, students need help in learning and processing academic vocabulary and language to become independent science learners. The… (more)

Subjects/Keywords: 5E learning cycle.; Science.; High school students.; Vocabulary.; Gamification.

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APA (6th Edition):

Idar, A. M. (2017). Inquiry-based instructional strategies and science content vocabulary. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13667

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):

Idar, April M. “Inquiry-based instructional strategies and science content vocabulary.” 2017. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13667.

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

MLA Handbook (7th Edition):

Idar, April M. “Inquiry-based instructional strategies and science content vocabulary.” 2017. Web. 20 Apr 2019.

Vancouver:

Idar AM. Inquiry-based instructional strategies and science content vocabulary. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13667.

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

Council of Science Editors:

Idar AM. Inquiry-based instructional strategies and science content vocabulary. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13667

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


Montana State University

4. Dalbey, Leslie Heather. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.

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

 Students participated in four instructional units related to genetics and the human body. Two treatment units were designed using the 5E Learning Cycle whereas two… (more)

Subjects/Keywords: 5E learning cycle.; Life sciences.; Genetics.; Middle school students.; Concept mapping.

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APA (6th Edition):

Dalbey, L. H. (2018). The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14776

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):

Dalbey, Leslie Heather. “The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.” 2018. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14776.

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

MLA Handbook (7th Edition):

Dalbey, Leslie Heather. “The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.” 2018. Web. 20 Apr 2019.

Vancouver:

Dalbey LH. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14776.

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

Council of Science Editors:

Dalbey LH. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14776

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


Montana State University

5. Hollow, Tyler. Does teaching scientific inquiry through the 5E learning cycle affect ninth grade earth science students' engagement and conceptual understanding?.

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

 I teach ninth grade earth science at Helena High School in Helena, Montana. I conducted Action Research (AR) in two of my class periods (51… (more)

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

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APA (6th Edition):

Hollow, T. (2018). Does teaching scientific inquiry through the 5E learning cycle affect ninth grade earth science students' engagement and conceptual understanding?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14783

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):

Hollow, Tyler. “Does teaching scientific inquiry through the 5E learning cycle affect ninth grade earth science students' engagement and conceptual understanding?.” 2018. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14783.

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

MLA Handbook (7th Edition):

Hollow, Tyler. “Does teaching scientific inquiry through the 5E learning cycle affect ninth grade earth science students' engagement and conceptual understanding?.” 2018. Web. 20 Apr 2019.

Vancouver:

Hollow T. Does teaching scientific inquiry through the 5E learning cycle affect ninth grade earth science students' engagement and conceptual understanding?. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14783.

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

Council of Science Editors:

Hollow T. Does teaching scientific inquiry through the 5E learning cycle affect ninth grade earth science students' engagement and conceptual understanding?. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14783

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


Montana State University

6. Dodge, Michelle Marie. The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom.

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

 This action research project evaluates the effectiveness of the 5E instructional model in a 9th grade environmental science classroom to engage students and improve their… (more)

Subjects/Keywords: 5E learning cycle.; Environmental sciences.; Ninth grade (Education).; Inquiry-based learning.; Individualized instruction.

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APA (6th Edition):

Dodge, M. M. (2017). The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13652

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):

Dodge, Michelle Marie. “The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom.” 2017. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13652.

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

MLA Handbook (7th Edition):

Dodge, Michelle Marie. “The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom.” 2017. Web. 20 Apr 2019.

Vancouver:

Dodge MM. The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13652.

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

Council of Science Editors:

Dodge MM. The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13652

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


Montana State University

7. Cramer, Karla B. Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude.

Degree: Graduate School, 2012, Montana State University

 The investigation involved implementing constructivist instruction via the Biological Sciences Curriculum Study 5E Instructional Model to determine its' impact on student achievement and attitude. The… (more)

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

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APA (6th Edition):

Cramer, K. B. (2012). Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1121

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):

Cramer, Karla B. “Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude.” 2012. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1121.

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

MLA Handbook (7th Edition):

Cramer, Karla B. “Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude.” 2012. Web. 20 Apr 2019.

Vancouver:

Cramer KB. Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1121.

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

Council of Science Editors:

Cramer KB. Impact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitude. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1121

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


Montana State University

8. Generaux, Shari Lynn. The effects of the 5E learning cycle on student integration of science vocabulary.

Degree: Graduate School, 2014, Montana State University

 Teachers at Elmhurst Community Prep have been using a traditional approach to teach vocabulary to middle school students for the past 5 years. This strategy… (more)

Subjects/Keywords: 5E learning cycle.; Science Study and teaching.; Vocabulary.; Inquiry-based learning.; Middle school students.

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APA (6th Edition):

Generaux, S. L. (2014). The effects of the 5E learning cycle on student integration of science vocabulary. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3550

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):

Generaux, Shari Lynn. “The effects of the 5E learning cycle on student integration of science vocabulary.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3550.

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

MLA Handbook (7th Edition):

Generaux, Shari Lynn. “The effects of the 5E learning cycle on student integration of science vocabulary.” 2014. Web. 20 Apr 2019.

Vancouver:

Generaux SL. The effects of the 5E learning cycle on student integration of science vocabulary. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3550.

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

Council of Science Editors:

Generaux SL. The effects of the 5E learning cycle on student integration of science vocabulary. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3550

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


Montana State University

9. Chase, Amy M. The 5E instructional model for the next generation chemistry classroom.

Degree: Graduate School, 2016, Montana State University

 The purpose of this study was to determine if scientific literacy skills centered on the Science and Engineering Practices from the Next Generation Science Standards… (more)

Subjects/Keywords: 5E learning cycle.; Experiential learning.; Chemistry.; Next Generation Science Standards (Education).; High school students.

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APA (6th Edition):

Chase, A. M. (2016). The 5E instructional model for the next generation chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10038

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):

Chase, Amy M. “The 5E instructional model for the next generation chemistry classroom.” 2016. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10038.

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

MLA Handbook (7th Edition):

Chase, Amy M. “The 5E instructional model for the next generation chemistry classroom.” 2016. Web. 20 Apr 2019.

Vancouver:

Chase AM. The 5E instructional model for the next generation chemistry classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10038.

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

Council of Science Editors:

Chase AM. The 5E instructional model for the next generation chemistry classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10038

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

10. Kenealy, Kevin Raymond. The effects of the 5E learning cycle on understanding high school biology.

Degree: Graduate School, 2013, Montana State University

 In this investigation the 5E learning cycle was used to see if student learning, motivation, and teacher attitude were improved in high school biology. A… (more)

Subjects/Keywords: 5E learning cycle.; Biology.; Education, Higher.

…What are the effects of the 5E learning cycle on students’ understanding of high school… …this study and myself. My subquestions were: what are the effects of the 5E learning cycle on… …students’ approach to learning; what are the effects of the 5E learning cycle on students… …interest and motivation; and what are the effects of the 5E learning cycle on my teaching and… …attitudes towards teaching? When I refer to the 5E learning cycle, I am referring to the… 

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APA (6th Edition):

Kenealy, K. R. (2013). The effects of the 5E learning cycle on understanding high school biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2806

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):

Kenealy, Kevin Raymond. “The effects of the 5E learning cycle on understanding high school biology.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2806.

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

MLA Handbook (7th Edition):

Kenealy, Kevin Raymond. “The effects of the 5E learning cycle on understanding high school biology.” 2013. Web. 20 Apr 2019.

Vancouver:

Kenealy KR. The effects of the 5E learning cycle on understanding high school biology. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2806.

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

Council of Science Editors:

Kenealy KR. The effects of the 5E learning cycle on understanding high school biology. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2806

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

11. Watt, Mary Ann Hirshfeld. Effect of the 5E instructional model on student understanding and engagement in high school chemistry.

Degree: Graduate School, 2013, Montana State University

 Twenty-nine students in two sections of high school chemistry were the focus of a study on the effect of the 5E instructional model on student… (more)

Subjects/Keywords: 5E learning cycle.; Chemistry.; Experiential learning.; High school students.

learning process through SCI techniques such as the 5E model, studies have shown an increase in… …learning would deepen their understanding and improve their long-term memory of chemistry… …concepts. Student-centered instruction (SCI, also called student-centered learning or… …learner-centered learning) is a general teaching methodology that involves a shift of some… …of the responsibility of learning from the teacher to the student (Felder, 2011… 

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APA (6th Edition):

Watt, M. A. H. (2013). Effect of the 5E instructional model on student understanding and engagement in high school chemistry. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2833

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):

Watt, Mary Ann Hirshfeld. “Effect of the 5E instructional model on student understanding and engagement in high school chemistry.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2833.

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

MLA Handbook (7th Edition):

Watt, Mary Ann Hirshfeld. “Effect of the 5E instructional model on student understanding and engagement in high school chemistry.” 2013. Web. 20 Apr 2019.

Vancouver:

Watt MAH. Effect of the 5E instructional model on student understanding and engagement in high school chemistry. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2833.

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

Council of Science Editors:

Watt MAH. Effect of the 5E instructional model on student understanding and engagement in high school chemistry. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2833

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

12. Hagerman, Charlotte L. Effects of the 5E learning cycle on student content comprehension and scientific literacy.

Degree: Graduate School, 2012, Montana State University

 In this investigation the 5E learning cycle was implemented as the primary teaching method, with the purpose of improving student's content comprehension and scientific literacy… (more)

Subjects/Keywords: 5E learning cycle.; Biology.; High school students.; Teaching.

…believed the implementation of the 5E learning cycle, a method which ties into the constructivist… …scientific dialogue (Krajcik & Sutherland, 2010). The 5E learning cycle is a… …information, the 5E learning cycle moves science teaching from a simple hands-on, discovery approach… …schemata (Balci et al., 2005; Settlage, 1998). The 5E learning cycle is also… …2009), the 5E learning cycle uses a specific sequence of three phases of instruction… 

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APA (6th Edition):

Hagerman, C. L. (2012). Effects of the 5E learning cycle on student content comprehension and scientific literacy. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1404

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):

Hagerman, Charlotte L. “Effects of the 5E learning cycle on student content comprehension and scientific literacy.” 2012. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1404.

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

MLA Handbook (7th Edition):

Hagerman, Charlotte L. “Effects of the 5E learning cycle on student content comprehension and scientific literacy.” 2012. Web. 20 Apr 2019.

Vancouver:

Hagerman CL. Effects of the 5E learning cycle on student content comprehension and scientific literacy. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1404.

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

Council of Science Editors:

Hagerman CL. Effects of the 5E learning cycle on student content comprehension and scientific literacy. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1404

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

13. Maul, Robert David. The effects of gamification using the 5E learning cycle (QuIVERS) on a secondary honors chemistry classroom.

Degree: Graduate School, 2016, Montana State University

 Many honors chemistry students lack the motivation and confidence needed to succeed academically in science classes. This may be a result of past science classes… (more)

Subjects/Keywords: 5E learning cycle.; High school students.; Chemistry.; Educational games.

…determine the impact of utilizing gamification and the 5E learning cycle (QuIVERS) with… …high school honors chemistry students. The 5E learning cycle is a science curriculum… …Anderson (2012) that takes the key components of the 5E learning cycle and package them… …gamification and the 5E learning cycle into a classroom environment improve student performance? 2… …x29; Will implementing elements of gamification and the 5E learning cycle into a classroom… 

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APA (6th Edition):

Maul, R. D. (2016). The effects of gamification using the 5E learning cycle (QuIVERS) on a secondary honors chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10114

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):

Maul, Robert David. “The effects of gamification using the 5E learning cycle (QuIVERS) on a secondary honors chemistry classroom.” 2016. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10114.

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

MLA Handbook (7th Edition):

Maul, Robert David. “The effects of gamification using the 5E learning cycle (QuIVERS) on a secondary honors chemistry classroom.” 2016. Web. 20 Apr 2019.

Vancouver:

Maul RD. The effects of gamification using the 5E learning cycle (QuIVERS) on a secondary honors chemistry classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10114.

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

Council of Science Editors:

Maul RD. The effects of gamification using the 5E learning cycle (QuIVERS) on a secondary honors chemistry classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10114

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

14. Surabian, Taryn Powers. Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom.

Degree: Graduate School, 2016, Montana State University

 The students in my classes struggle teaching themselves new material, and frequently avoid challenging problems. When they are asked to teach themselves something new or… (more)

Subjects/Keywords: 5E learning. cycle.; High school students.; Biology.; Personality.

…Andersen (2012b) and is a version of the 5E learning cycle, which has been extensively… …of a growth mindset I used Paul Andersen’s QuIVERS blended learning cycle to teach one unit… …4 This is a blended learning style similar to the 5E learning method broken up into five… …was: does the QuIVERS learning cycle promote an increase in a growth mindset? I predicted… …learning and teacher-supported classroom learning which makes it a blended learning cycle. Part… 

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

APA (6th Edition):

Surabian, T. P. (2016). Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10095

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):

Surabian, Taryn Powers. “Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom.” 2016. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10095.

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

MLA Handbook (7th Edition):

Surabian, Taryn Powers. “Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom.” 2016. Web. 20 Apr 2019.

Vancouver:

Surabian TP. Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10095.

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

Council of Science Editors:

Surabian TP. Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10095

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

15. Crider, Joe Colin. The 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroom.

Degree: Graduate School, 2013, Montana State University

 In this investigation, two third grade science classes were studied to determine whether the 5E Learning Cycle or traditional teaching methods were more effective in… (more)

Subjects/Keywords: 5E learning cycle.; Science Study and teaching.; Education, Primary.

…2 My focus question was, which teaching strategy, the 5E Learning Cycle or traditional… …CONCEPTUAL FRAMEWORK The 5E Learning Cycle is a model of learning that is built on the… …2006). The 5E Learning Cycle has evolved from instructional models that date back to the… …Curriculum Study (BSCS) designed the 5E Learning Cycle. There are five phases in the 5E… …ideas to their experiences (Abell & Volkmann, 2006). The 5E Learning Cycle allows… 

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APA (6th Edition):

Crider, J. C. (2013). The 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2770

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):

Crider, Joe Colin. “The 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroom.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2770.

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

MLA Handbook (7th Edition):

Crider, Joe Colin. “The 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroom.” 2013. Web. 20 Apr 2019.

Vancouver:

Crider JC. The 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroom. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2770.

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

Council of Science Editors:

Crider JC. The 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroom. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2770

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

16. Nilsen, John Eric. Interest development and the 5E model.

Degree: Graduate School, 2013, Montana State University

 This action research project investigated the effectiveness of the 5E model at increasing student interest in the study of electromagnetic induction, and examined factors thought… (more)

Subjects/Keywords: 5E learning cycle.; Science Study and teaching.; Ninth grade (Education).

…Inquiry cycle and the 5E Learning cycle, and hereafter referred to as the 5E model. The 5E model… …The 5E model (Table 6) expands on the SCIS learning cycle, with added engagement… …Learning Cycle (Table 4) is based on Dewey’s complete act of thought (Bybee, et al… …Learning Cycle Phase Summary Exploring the Unit Students observe demonstrations to raise… …Karplus Learning Cycle (Table 5), also known as the Science Curriculum Improvement… 

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APA (6th Edition):

Nilsen, J. E. (2013). Interest development and the 5E model. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2812

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):

Nilsen, John Eric. “Interest development and the 5E model.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2812.

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

MLA Handbook (7th Edition):

Nilsen, John Eric. “Interest development and the 5E model.” 2013. Web. 20 Apr 2019.

Vancouver:

Nilsen JE. Interest development and the 5E model. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2812.

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

Council of Science Editors:

Nilsen JE. Interest development and the 5E model. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2812

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


University of Central Florida

17. Campbell, Meghann. The Effects Of The 5e Learning Cycle Model On Students' Understanding Of Force And Motion Concepts.

Degree: 2006, University of Central Florida

 As advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989), a change in the manner… (more)

Subjects/Keywords: force and motion; elementary science; 5E learning cycle model; Education; Science and Mathematics Education

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APA (6th Edition):

Campbell, M. (2006). The Effects Of The 5e Learning Cycle Model On Students' Understanding Of Force And Motion Concepts. (Masters Thesis). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/809

Chicago Manual of Style (16th Edition):

Campbell, Meghann. “The Effects Of The 5e Learning Cycle Model On Students' Understanding Of Force And Motion Concepts.” 2006. Masters Thesis, University of Central Florida. Accessed April 20, 2019. http://stars.library.ucf.edu/etd/809.

MLA Handbook (7th Edition):

Campbell, Meghann. “The Effects Of The 5e Learning Cycle Model On Students' Understanding Of Force And Motion Concepts.” 2006. Web. 20 Apr 2019.

Vancouver:

Campbell M. The Effects Of The 5e Learning Cycle Model On Students' Understanding Of Force And Motion Concepts. [Internet] [Masters thesis]. University of Central Florida; 2006. [cited 2019 Apr 20]. Available from: http://stars.library.ucf.edu/etd/809.

Council of Science Editors:

Campbell M. The Effects Of The 5e Learning Cycle Model On Students' Understanding Of Force And Motion Concepts. [Masters Thesis]. University of Central Florida; 2006. Available from: http://stars.library.ucf.edu/etd/809


Delft University of Technology

18. Feirstein, D.S. Reinforcement Learning of Potential Fields to achieve Limit-Cycle Walking:.

Degree: 2016, Delft University of Technology

 Reinforcement learning is a powerful tool to derive controllers for systems where no models are available. Particularly policy search algorithms are suitable for complex systems,… (more)

Subjects/Keywords: reinforcement learning; limit-cycle walking

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APA (6th Edition):

Feirstein, D. S. (2016). Reinforcement Learning of Potential Fields to achieve Limit-Cycle Walking:. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:1f33f282-fc8b-4393-9fa3-3abe7f471bb5

Chicago Manual of Style (16th Edition):

Feirstein, D S. “Reinforcement Learning of Potential Fields to achieve Limit-Cycle Walking:.” 2016. Masters Thesis, Delft University of Technology. Accessed April 20, 2019. http://resolver.tudelft.nl/uuid:1f33f282-fc8b-4393-9fa3-3abe7f471bb5.

MLA Handbook (7th Edition):

Feirstein, D S. “Reinforcement Learning of Potential Fields to achieve Limit-Cycle Walking:.” 2016. Web. 20 Apr 2019.

Vancouver:

Feirstein DS. Reinforcement Learning of Potential Fields to achieve Limit-Cycle Walking:. [Internet] [Masters thesis]. Delft University of Technology; 2016. [cited 2019 Apr 20]. Available from: http://resolver.tudelft.nl/uuid:1f33f282-fc8b-4393-9fa3-3abe7f471bb5.

Council of Science Editors:

Feirstein DS. Reinforcement Learning of Potential Fields to achieve Limit-Cycle Walking:. [Masters Thesis]. Delft University of Technology; 2016. Available from: http://resolver.tudelft.nl/uuid:1f33f282-fc8b-4393-9fa3-3abe7f471bb5

19. Tarvainen, Sari. 5E - menetelmän käyttö opetuksen suunnittelussa ja opetuksessa : case hotelli- ja kokouspalvelut .

Degree: 2008, Theseus

 Hankkeen tavoitteena oli löytää suunnitelma-malli konstruktivistisen oppimiskäsityksen mukaiseen opettamiseen. 5E-menetelmän todettiin olevan vaiheistettu malli, joka pohjautuu konstruktivistiseen oppimiskäsitykseen. 5E-menetelmää oli käytetty aiemmin luonnontieteiden, historian ja… (more)

Subjects/Keywords: 5E-menetelmä

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APA (6th Edition):

Tarvainen, S. (2008). 5E - menetelmän käyttö opetuksen suunnittelussa ja opetuksessa : case hotelli- ja kokouspalvelut . (Thesis). Theseus. Retrieved from http://www.theseus.fi/handle/10024/19492

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):

Tarvainen, Sari. “5E - menetelmän käyttö opetuksen suunnittelussa ja opetuksessa : case hotelli- ja kokouspalvelut .” 2008. Thesis, Theseus. Accessed April 20, 2019. http://www.theseus.fi/handle/10024/19492.

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

MLA Handbook (7th Edition):

Tarvainen, Sari. “5E - menetelmän käyttö opetuksen suunnittelussa ja opetuksessa : case hotelli- ja kokouspalvelut .” 2008. Web. 20 Apr 2019.

Vancouver:

Tarvainen S. 5E - menetelmän käyttö opetuksen suunnittelussa ja opetuksessa : case hotelli- ja kokouspalvelut . [Internet] [Thesis]. Theseus; 2008. [cited 2019 Apr 20]. Available from: http://www.theseus.fi/handle/10024/19492.

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

Council of Science Editors:

Tarvainen S. 5E - menetelmän käyttö opetuksen suunnittelussa ja opetuksessa : case hotelli- ja kokouspalvelut . [Thesis]. Theseus; 2008. Available from: http://www.theseus.fi/handle/10024/19492

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


University of Limerick

20. Ryan, Sinead. An exploratory study of the impact of the involvement of teachers of SPHE, CSPE and PE in the new Wellbeing Programme at Junior Cycle. A teaching perspective.

Degree: 2018, University of Limerick

 The junior cycle Wellbeing programme was introduced in post-primary schools in September 2017. The Wellbeing programme combines the subjects of CSPE, SPHE and PE. Guidance… (more)

Subjects/Keywords: Junior Cycle; Wellbeing programme; guidance education; learning

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APA (6th Edition):

Ryan, S. (2018). An exploratory study of the impact of the involvement of teachers of SPHE, CSPE and PE in the new Wellbeing Programme at Junior Cycle. A teaching perspective. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/7486

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):

Ryan, Sinead. “An exploratory study of the impact of the involvement of teachers of SPHE, CSPE and PE in the new Wellbeing Programme at Junior Cycle. A teaching perspective.” 2018. Thesis, University of Limerick. Accessed April 20, 2019. http://hdl.handle.net/10344/7486.

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

MLA Handbook (7th Edition):

Ryan, Sinead. “An exploratory study of the impact of the involvement of teachers of SPHE, CSPE and PE in the new Wellbeing Programme at Junior Cycle. A teaching perspective.” 2018. Web. 20 Apr 2019.

Vancouver:

Ryan S. An exploratory study of the impact of the involvement of teachers of SPHE, CSPE and PE in the new Wellbeing Programme at Junior Cycle. A teaching perspective. [Internet] [Thesis]. University of Limerick; 2018. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10344/7486.

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

Council of Science Editors:

Ryan S. An exploratory study of the impact of the involvement of teachers of SPHE, CSPE and PE in the new Wellbeing Programme at Junior Cycle. A teaching perspective. [Thesis]. University of Limerick; 2018. Available from: http://hdl.handle.net/10344/7486

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


Open Universiteit Nederland

21. Cnossen, Yttje. Bevorderen van Zelfgestuurd Leren in een Competentiegerichte Leeromgeving .

Degree: 2009, Open Universiteit Nederland

 Van volwassen lerenden in het hoger beroepsonderwijs wordt verwacht dat zij op basis van hun volwassenheid in staat zijn bij hun studie zelfsturend te leren.… (more)

Subjects/Keywords: Onderwijswetenschappen; Self-directed learning; Competency-based learning; Autonomous processes; Feedback-cycle

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APA (6th Edition):

Cnossen, Y. (2009). Bevorderen van Zelfgestuurd Leren in een Competentiegerichte Leeromgeving . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/2179

Chicago Manual of Style (16th Edition):

Cnossen, Yttje. “Bevorderen van Zelfgestuurd Leren in een Competentiegerichte Leeromgeving .” 2009. Masters Thesis, Open Universiteit Nederland. Accessed April 20, 2019. http://hdl.handle.net/1820/2179.

MLA Handbook (7th Edition):

Cnossen, Yttje. “Bevorderen van Zelfgestuurd Leren in een Competentiegerichte Leeromgeving .” 2009. Web. 20 Apr 2019.

Vancouver:

Cnossen Y. Bevorderen van Zelfgestuurd Leren in een Competentiegerichte Leeromgeving . [Internet] [Masters thesis]. Open Universiteit Nederland; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1820/2179.

Council of Science Editors:

Cnossen Y. Bevorderen van Zelfgestuurd Leren in een Competentiegerichte Leeromgeving . [Masters Thesis]. Open Universiteit Nederland; 2009. Available from: http://hdl.handle.net/1820/2179


Penn State University

22. Yin, Alexander Chih-Jen. Learning on the job: Cooperative education, internships, and engineering problem-solving skills.

Degree: PhD, Higher Education, 2009, Penn State University

 Cooperative education (co-op) and internships are forms of experiential education that allow students to complement their classroom experiences with work experience. This study examines the… (more)

Subjects/Keywords: Cooperative education; engineering education; internships; problem-solving skills; Experiential Learning Cycle; Model of Domain Learning

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APA (6th Edition):

Yin, A. C. (2009). Learning on the job: Cooperative education, internships, and engineering problem-solving skills. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10272

Chicago Manual of Style (16th Edition):

Yin, Alexander Chih-Jen. “Learning on the job: Cooperative education, internships, and engineering problem-solving skills.” 2009. Doctoral Dissertation, Penn State University. Accessed April 20, 2019. https://etda.libraries.psu.edu/catalog/10272.

MLA Handbook (7th Edition):

Yin, Alexander Chih-Jen. “Learning on the job: Cooperative education, internships, and engineering problem-solving skills.” 2009. Web. 20 Apr 2019.

Vancouver:

Yin AC. Learning on the job: Cooperative education, internships, and engineering problem-solving skills. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Apr 20]. Available from: https://etda.libraries.psu.edu/catalog/10272.

Council of Science Editors:

Yin AC. Learning on the job: Cooperative education, internships, and engineering problem-solving skills. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10272


University of Lund

23. Jacobsson, Anders. Methodology for Assessing Learning from Incidents - a Process Industry Perspective.

Degree: 2011, University of Lund

Learning from incidents (from minor disturbances to major accidents) is considered one of the most important ways in the process industry to learn from experiences… (more)

Subjects/Keywords: Teknik och teknologier; Accidents; Incidents; Learning from incidents; Learning cycle; Lesson learned; Process industry

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APA (6th Edition):

Jacobsson, A. (2011). Methodology for Assessing Learning from Incidents - a Process Industry Perspective. (Doctoral Dissertation). University of Lund. Retrieved from http://lup.lub.lu.se/record/1939961 ; http://portal.research.lu.se/ws/files/3400233/1939964.pdf

Chicago Manual of Style (16th Edition):

Jacobsson, Anders. “Methodology for Assessing Learning from Incidents - a Process Industry Perspective.” 2011. Doctoral Dissertation, University of Lund. Accessed April 20, 2019. http://lup.lub.lu.se/record/1939961 ; http://portal.research.lu.se/ws/files/3400233/1939964.pdf.

MLA Handbook (7th Edition):

Jacobsson, Anders. “Methodology for Assessing Learning from Incidents - a Process Industry Perspective.” 2011. Web. 20 Apr 2019.

Vancouver:

Jacobsson A. Methodology for Assessing Learning from Incidents - a Process Industry Perspective. [Internet] [Doctoral dissertation]. University of Lund; 2011. [cited 2019 Apr 20]. Available from: http://lup.lub.lu.se/record/1939961 ; http://portal.research.lu.se/ws/files/3400233/1939964.pdf.

Council of Science Editors:

Jacobsson A. Methodology for Assessing Learning from Incidents - a Process Industry Perspective. [Doctoral Dissertation]. University of Lund; 2011. Available from: http://lup.lub.lu.se/record/1939961 ; http://portal.research.lu.se/ws/files/3400233/1939964.pdf


Temple University

24. Yoder, John D. The impact of discovery learning on middle grade students' conceptions of the water cycle.

Degree: 2014, Temple University

CITE/Mathematics and Science Education

Ed.D.

This study examined the use of discovery learning in science and how it affects students' academic performance as well as… (more)

Subjects/Keywords: Science education;

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APA (6th Edition):

Yoder, J. D. (2014). The impact of discovery learning on middle grade students' conceptions of the water cycle. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,295115

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):

Yoder, John D. “The impact of discovery learning on middle grade students' conceptions of the water cycle.” 2014. Thesis, Temple University. Accessed April 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,295115.

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

MLA Handbook (7th Edition):

Yoder, John D. “The impact of discovery learning on middle grade students' conceptions of the water cycle.” 2014. Web. 20 Apr 2019.

Vancouver:

Yoder JD. The impact of discovery learning on middle grade students' conceptions of the water cycle. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Apr 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,295115.

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

Council of Science Editors:

Yoder JD. The impact of discovery learning on middle grade students' conceptions of the water cycle. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,295115

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

25. England, Elizabeth A. One Instructional Leadership Team’s Journey through a Professional Learning Cycle.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

  Schools often set a large number of goals, making it difficult to plan, support, monitor, and match strategic levers in a systematic way. This… (more)

Subjects/Keywords: professional learning; cycle; instructional; leadership team; Educational Administration and Supervision

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APA (6th Edition):

England, E. A. (2015). One Instructional Leadership Team’s Journey through a Professional Learning Cycle. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/141

Chicago Manual of Style (16th Edition):

England, Elizabeth A. “One Instructional Leadership Team’s Journey through a Professional Learning Cycle.” 2015. Doctoral Dissertation, National-Louis University. Accessed April 20, 2019. http://digitalcommons.nl.edu/diss/141.

MLA Handbook (7th Edition):

England, Elizabeth A. “One Instructional Leadership Team’s Journey through a Professional Learning Cycle.” 2015. Web. 20 Apr 2019.

Vancouver:

England EA. One Instructional Leadership Team’s Journey through a Professional Learning Cycle. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2019 Apr 20]. Available from: http://digitalcommons.nl.edu/diss/141.

Council of Science Editors:

England EA. One Instructional Leadership Team’s Journey through a Professional Learning Cycle. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/141


The Ohio State University

26. Huerta, Angelica M. Evaluation of Urban Learning Garden Education and the Impact on Sustainability.

Degree: MS, Food, Agricultural and Biological Engineering, 2013, The Ohio State University

 Urban learning gardens (ULGs) are a type of urban agriculture where the priority is education over food and fiber production. The prevalence of ULGs, including… (more)

Subjects/Keywords: Engineering; urban learning garden; education; emergy; information cycle; urban agriculture

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APA (6th Edition):

Huerta, A. M. (2013). Evaluation of Urban Learning Garden Education and the Impact on Sustainability. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1376998754

Chicago Manual of Style (16th Edition):

Huerta, Angelica M. “Evaluation of Urban Learning Garden Education and the Impact on Sustainability.” 2013. Masters Thesis, The Ohio State University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376998754.

MLA Handbook (7th Edition):

Huerta, Angelica M. “Evaluation of Urban Learning Garden Education and the Impact on Sustainability.” 2013. Web. 20 Apr 2019.

Vancouver:

Huerta AM. Evaluation of Urban Learning Garden Education and the Impact on Sustainability. [Internet] [Masters thesis]. The Ohio State University; 2013. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1376998754.

Council of Science Editors:

Huerta AM. Evaluation of Urban Learning Garden Education and the Impact on Sustainability. [Masters Thesis]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1376998754


Georgia State University

27. Robinson, Norman. A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  To address the need to improve student achievement in STEM disciplines, effort has been made to develop a new of tools for STEM education… (more)

Subjects/Keywords: Integrative STEM; Engineering Design Cycle; Project Based Learning

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

APA (6th Edition):

Robinson, N. (2016). A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/32

Chicago Manual of Style (16th Edition):

Robinson, Norman. “A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom.” 2016. Doctoral Dissertation, Georgia State University. Accessed April 20, 2019. https://scholarworks.gsu.edu/mse_diss/32.

MLA Handbook (7th Edition):

Robinson, Norman. “A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom.” 2016. Web. 20 Apr 2019.

Vancouver:

Robinson N. A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Apr 20]. Available from: https://scholarworks.gsu.edu/mse_diss/32.

Council of Science Editors:

Robinson N. A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/32


University of Tasmania

28. Miles, PW. Does providing short cycle feedback produce organisational learning?.

Degree: 2014, University of Tasmania

 Organisational learning is essential for innovation and effectiveness (Franco & Almeida 2011); especially in healthcare where organisational learning can directly improve the quality of care… (more)

Subjects/Keywords: Incident reporting; organisational learning; short cycle feedback; feedback

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APA (6th Edition):

Miles, P. (2014). Does providing short cycle feedback produce organisational learning?. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/22913/1/Miles_whole_thesis.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):

Miles, PW. “Does providing short cycle feedback produce organisational learning?.” 2014. Thesis, University of Tasmania. Accessed April 20, 2019. https://eprints.utas.edu.au/22913/1/Miles_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Miles, PW. “Does providing short cycle feedback produce organisational learning?.” 2014. Web. 20 Apr 2019.

Vancouver:

Miles P. Does providing short cycle feedback produce organisational learning?. [Internet] [Thesis]. University of Tasmania; 2014. [cited 2019 Apr 20]. Available from: https://eprints.utas.edu.au/22913/1/Miles_whole_thesis.pdf.

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

Council of Science Editors:

Miles P. Does providing short cycle feedback produce organisational learning?. [Thesis]. University of Tasmania; 2014. Available from: https://eprints.utas.edu.au/22913/1/Miles_whole_thesis.pdf

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


University of Victoria

29. Chen, Qinghua. Pedagogical implications and students' perceptions of genre method in an IELTS writing course.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 This case study examined both the implications of using genre pedagogy on students’ writing performance in IELTS-like tests as well as students’ perceptions of the… (more)

Subjects/Keywords: genre pedagogy; IELTS writing; genre learning cycle; genre analysis

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

APA (6th Edition):

Chen, Q. (2018). Pedagogical implications and students' perceptions of genre method in an IELTS writing course. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9975

Chicago Manual of Style (16th Edition):

Chen, Qinghua. “Pedagogical implications and students' perceptions of genre method in an IELTS writing course.” 2018. Masters Thesis, University of Victoria. Accessed April 20, 2019. https://dspace.library.uvic.ca//handle/1828/9975.

MLA Handbook (7th Edition):

Chen, Qinghua. “Pedagogical implications and students' perceptions of genre method in an IELTS writing course.” 2018. Web. 20 Apr 2019.

Vancouver:

Chen Q. Pedagogical implications and students' perceptions of genre method in an IELTS writing course. [Internet] [Masters thesis]. University of Victoria; 2018. [cited 2019 Apr 20]. Available from: https://dspace.library.uvic.ca//handle/1828/9975.

Council of Science Editors:

Chen Q. Pedagogical implications and students' perceptions of genre method in an IELTS writing course. [Masters Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9975


Jönköping University

30. Wallstedt, Erik. Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process.

Degree: Management), 2009, Jönköping University

  A sustainable development of entrepreneurship will not be possible in such a complex andchallenging environment as today’s society, without the attainment of effective learning(more)

Subjects/Keywords: Entrepreneurial Development; Entrepreneurial Learning; Mentoring; Business Support; Life-Cycle Analysis

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

APA (6th Edition):

Wallstedt, E. (2009). Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9699

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):

Wallstedt, Erik. “Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process.” 2009. Thesis, Jönköping University. Accessed April 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9699.

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

MLA Handbook (7th Edition):

Wallstedt, Erik. “Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process.” 2009. Web. 20 Apr 2019.

Vancouver:

Wallstedt E. Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process. [Internet] [Thesis]. Jönköping University; 2009. [cited 2019 Apr 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9699.

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

Council of Science Editors:

Wallstedt E. Entrepreneurial Development : The Impact of Mentorship in the Entrepreneurial Process. [Thesis]. Jönköping University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-9699

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

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