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You searched for subject:(Chemical education). Showing records 1 – 30 of 140 total matches.

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University of Georgia

1. Schurmeier, Kimberly Dawn. Analyzing and improving general chemistry teaching and assessment using Item Response Theory.

Degree: PhD, Chemistry, 2009, University of Georgia

 General Chemistry is a demanding course that challenges its participants who comprise largely freshman science majors. We have found that many of these students cite… (more)

Subjects/Keywords: Chemical Education

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APA (6th Edition):

Schurmeier, K. D. (2009). Analyzing and improving general chemistry teaching and assessment using Item Response Theory. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/schurmeier_kimberly_d_200905_phd

Chicago Manual of Style (16th Edition):

Schurmeier, Kimberly Dawn. “Analyzing and improving general chemistry teaching and assessment using Item Response Theory.” 2009. Doctoral Dissertation, University of Georgia. Accessed July 17, 2019. http://purl.galileo.usg.edu/uga_etd/schurmeier_kimberly_d_200905_phd.

MLA Handbook (7th Edition):

Schurmeier, Kimberly Dawn. “Analyzing and improving general chemistry teaching and assessment using Item Response Theory.” 2009. Web. 17 Jul 2019.

Vancouver:

Schurmeier KD. Analyzing and improving general chemistry teaching and assessment using Item Response Theory. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Jul 17]. Available from: http://purl.galileo.usg.edu/uga_etd/schurmeier_kimberly_d_200905_phd.

Council of Science Editors:

Schurmeier KD. Analyzing and improving general chemistry teaching and assessment using Item Response Theory. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/schurmeier_kimberly_d_200905_phd

2. Standing, Christopher. Developing Interactive Design Teaching Aid for Processing of Particulate Solids.

Degree: 2013, University of Surrey (United Kingdom)

  Teaching the processing of particles is very affective with the use of visual aids. Currently the best interactive equipment available for students is of… (more)

Subjects/Keywords: Engineering, Chemical; Education, Technology of

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APA (6th Edition):

Standing, C. (2013). Developing Interactive Design Teaching Aid for Processing of Particulate Solids. (Thesis). University of Surrey (United Kingdom). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1521346

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):

Standing, Christopher. “Developing Interactive Design Teaching Aid for Processing of Particulate Solids.” 2013. Thesis, University of Surrey (United Kingdom). Accessed July 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1521346.

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

MLA Handbook (7th Edition):

Standing, Christopher. “Developing Interactive Design Teaching Aid for Processing of Particulate Solids.” 2013. Web. 17 Jul 2019.

Vancouver:

Standing C. Developing Interactive Design Teaching Aid for Processing of Particulate Solids. [Internet] [Thesis]. University of Surrey (United Kingdom); 2013. [cited 2019 Jul 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1521346.

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

Council of Science Editors:

Standing C. Developing Interactive Design Teaching Aid for Processing of Particulate Solids. [Thesis]. University of Surrey (United Kingdom); 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1521346

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

3. Piekiel, Nicholas William. Probing the Dynamics of Ultra-Fast Condensed State Reactions in Energetic Materials.

Degree: 2012, University of Maryland, College Park

  Energetic materials (EMs) are substances with a high amount of stored energy and the ability to release that energy at a rapid rate. Nanothermites… (more)

Subjects/Keywords: Education, Mathematics; Engineering, Chemical

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APA (6th Edition):

Piekiel, N. W. (2012). Probing the Dynamics of Ultra-Fast Condensed State Reactions in Energetic Materials. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3517858

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):

Piekiel, Nicholas William. “Probing the Dynamics of Ultra-Fast Condensed State Reactions in Energetic Materials.” 2012. Thesis, University of Maryland, College Park. Accessed July 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3517858.

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

MLA Handbook (7th Edition):

Piekiel, Nicholas William. “Probing the Dynamics of Ultra-Fast Condensed State Reactions in Energetic Materials.” 2012. Web. 17 Jul 2019.

Vancouver:

Piekiel NW. Probing the Dynamics of Ultra-Fast Condensed State Reactions in Energetic Materials. [Internet] [Thesis]. University of Maryland, College Park; 2012. [cited 2019 Jul 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517858.

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

Council of Science Editors:

Piekiel NW. Probing the Dynamics of Ultra-Fast Condensed State Reactions in Energetic Materials. [Thesis]. University of Maryland, College Park; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517858

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


University of California – Santa Cruz

4. Zurbrick, Cheryl Marie. Asian anthropogenic lead contamination in the North Pacific Ocean as evidenced by stable lead isotopic compositions.

Degree: Microbiology and Environmental Toxicology, 2014, University of California – Santa Cruz

 This dissertation work determined the changing scope of lead (Pb) contamination in the North Pacific Ocean since the phase-out of leaded gasoline in most of… (more)

Subjects/Keywords: Chemical oceanography; Science education

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APA (6th Edition):

Zurbrick, C. M. (2014). Asian anthropogenic lead contamination in the North Pacific Ocean as evidenced by stable lead isotopic compositions. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/9h7090xn

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):

Zurbrick, Cheryl Marie. “Asian anthropogenic lead contamination in the North Pacific Ocean as evidenced by stable lead isotopic compositions.” 2014. Thesis, University of California – Santa Cruz. Accessed July 17, 2019. http://www.escholarship.org/uc/item/9h7090xn.

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

MLA Handbook (7th Edition):

Zurbrick, Cheryl Marie. “Asian anthropogenic lead contamination in the North Pacific Ocean as evidenced by stable lead isotopic compositions.” 2014. Web. 17 Jul 2019.

Vancouver:

Zurbrick CM. Asian anthropogenic lead contamination in the North Pacific Ocean as evidenced by stable lead isotopic compositions. [Internet] [Thesis]. University of California – Santa Cruz; 2014. [cited 2019 Jul 17]. Available from: http://www.escholarship.org/uc/item/9h7090xn.

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

Council of Science Editors:

Zurbrick CM. Asian anthropogenic lead contamination in the North Pacific Ocean as evidenced by stable lead isotopic compositions. [Thesis]. University of California – Santa Cruz; 2014. Available from: http://www.escholarship.org/uc/item/9h7090xn

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


Iowa State University

5. Augspurger, Ashley Elizabeth. Optical responses at the nanoparticle-biological interface with an introduction to optical microscopy in undergraduate analytical chemistry curriculum.

Degree: 2015, Iowa State University

 Plasmonic nanoparticles have been gaining attention in the medical field for their use as chemical and biological sensors, drug delivery vectors and contrast agents for… (more)

Subjects/Keywords: Analytical Chemistry; Chemical Education; Chemistry; Education

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APA (6th Edition):

Augspurger, A. E. (2015). Optical responses at the nanoparticle-biological interface with an introduction to optical microscopy in undergraduate analytical chemistry curriculum. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14316

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):

Augspurger, Ashley Elizabeth. “Optical responses at the nanoparticle-biological interface with an introduction to optical microscopy in undergraduate analytical chemistry curriculum.” 2015. Thesis, Iowa State University. Accessed July 17, 2019. https://lib.dr.iastate.edu/etd/14316.

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

MLA Handbook (7th Edition):

Augspurger, Ashley Elizabeth. “Optical responses at the nanoparticle-biological interface with an introduction to optical microscopy in undergraduate analytical chemistry curriculum.” 2015. Web. 17 Jul 2019.

Vancouver:

Augspurger AE. Optical responses at the nanoparticle-biological interface with an introduction to optical microscopy in undergraduate analytical chemistry curriculum. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Jul 17]. Available from: https://lib.dr.iastate.edu/etd/14316.

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

Council of Science Editors:

Augspurger AE. Optical responses at the nanoparticle-biological interface with an introduction to optical microscopy in undergraduate analytical chemistry curriculum. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14316

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


Iowa State University

6. Baluyut, John Ysrael. Unpacking students' atomistic understanding of stoichiometry.

Degree: 2015, Iowa State University

 Despite the use by instructors of particulate nature of matter (PNOM) diagrams in the general chemistry classroom, misconceptions on stoichiometry continue to prevail among students… (more)

Subjects/Keywords: Chemistry (Chemical Education); Chemistry; Chemical Education; eye tracking; PNOM; stoichiometry; Chemistry

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APA (6th Edition):

Baluyut, J. Y. (2015). Unpacking students' atomistic understanding of stoichiometry. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14753

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):

Baluyut, John Ysrael. “Unpacking students' atomistic understanding of stoichiometry.” 2015. Thesis, Iowa State University. Accessed July 17, 2019. https://lib.dr.iastate.edu/etd/14753.

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

MLA Handbook (7th Edition):

Baluyut, John Ysrael. “Unpacking students' atomistic understanding of stoichiometry.” 2015. Web. 17 Jul 2019.

Vancouver:

Baluyut JY. Unpacking students' atomistic understanding of stoichiometry. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Jul 17]. Available from: https://lib.dr.iastate.edu/etd/14753.

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

Council of Science Editors:

Baluyut JY. Unpacking students' atomistic understanding of stoichiometry. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14753

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


University of Arizona

7. Yan, Fan. Mapping Students' Ideas About Chemical Reactions At Different Educational Levels .

Degree: 2015, University of Arizona

 Understanding chemical reactions is crucial in learning chemistry at all educational levels. Nevertheless, research in science education has revealed that many students struggle to understand… (more)

Subjects/Keywords: Chemical mechanism; Learning progression; Science Education; Chemistry; Chemical causality

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APA (6th Edition):

Yan, F. (2015). Mapping Students' Ideas About Chemical Reactions At Different Educational Levels . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/556950

Chicago Manual of Style (16th Edition):

Yan, Fan. “Mapping Students' Ideas About Chemical Reactions At Different Educational Levels .” 2015. Doctoral Dissertation, University of Arizona. Accessed July 17, 2019. http://hdl.handle.net/10150/556950.

MLA Handbook (7th Edition):

Yan, Fan. “Mapping Students' Ideas About Chemical Reactions At Different Educational Levels .” 2015. Web. 17 Jul 2019.

Vancouver:

Yan F. Mapping Students' Ideas About Chemical Reactions At Different Educational Levels . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10150/556950.

Council of Science Editors:

Yan F. Mapping Students' Ideas About Chemical Reactions At Different Educational Levels . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556950


University of Georgia

8. Behmke, Derek Anthony. In-time interventions: an attempt to improve student performance in large lecture general chemistry courses.

Degree: PhD, Chemistry, 2011, University of Georgia

 It has become common knowledge in the chemical education community that large lecture teaching methods, though cost effective and logistically practical for large universities, are… (more)

Subjects/Keywords: Chemical Education; Instant Messaging; Remedial Help Sessions

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

APA (6th Edition):

Behmke, D. A. (2011). In-time interventions: an attempt to improve student performance in large lecture general chemistry courses. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/behmke_derek_a_201108_phd

Chicago Manual of Style (16th Edition):

Behmke, Derek Anthony. “In-time interventions: an attempt to improve student performance in large lecture general chemistry courses.” 2011. Doctoral Dissertation, University of Georgia. Accessed July 17, 2019. http://purl.galileo.usg.edu/uga_etd/behmke_derek_a_201108_phd.

MLA Handbook (7th Edition):

Behmke, Derek Anthony. “In-time interventions: an attempt to improve student performance in large lecture general chemistry courses.” 2011. Web. 17 Jul 2019.

Vancouver:

Behmke DA. In-time interventions: an attempt to improve student performance in large lecture general chemistry courses. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Jul 17]. Available from: http://purl.galileo.usg.edu/uga_etd/behmke_derek_a_201108_phd.

Council of Science Editors:

Behmke DA. In-time interventions: an attempt to improve student performance in large lecture general chemistry courses. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/behmke_derek_a_201108_phd


Clemson University

9. Lamb, Jeffrey. AN INVESTIGATION OF THE EFFECTIVENESS OF GESTURES TO ENHANCE CONCEPT RETENTION IN CHEMISTRY INSTRUCTION.

Degree: MS, Chemistry, 2011, Clemson University

 The emergence of embodied cognition as a theory of learning has placed new emphasis on the interdependent relationship between what the mind perceives and what… (more)

Subjects/Keywords: chemical education; embodied cognition; gesture; Chemistry

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APA (6th Edition):

Lamb, J. (2011). AN INVESTIGATION OF THE EFFECTIVENESS OF GESTURES TO ENHANCE CONCEPT RETENTION IN CHEMISTRY INSTRUCTION. (Masters Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/1159

Chicago Manual of Style (16th Edition):

Lamb, Jeffrey. “AN INVESTIGATION OF THE EFFECTIVENESS OF GESTURES TO ENHANCE CONCEPT RETENTION IN CHEMISTRY INSTRUCTION.” 2011. Masters Thesis, Clemson University. Accessed July 17, 2019. https://tigerprints.clemson.edu/all_theses/1159.

MLA Handbook (7th Edition):

Lamb, Jeffrey. “AN INVESTIGATION OF THE EFFECTIVENESS OF GESTURES TO ENHANCE CONCEPT RETENTION IN CHEMISTRY INSTRUCTION.” 2011. Web. 17 Jul 2019.

Vancouver:

Lamb J. AN INVESTIGATION OF THE EFFECTIVENESS OF GESTURES TO ENHANCE CONCEPT RETENTION IN CHEMISTRY INSTRUCTION. [Internet] [Masters thesis]. Clemson University; 2011. [cited 2019 Jul 17]. Available from: https://tigerprints.clemson.edu/all_theses/1159.

Council of Science Editors:

Lamb J. AN INVESTIGATION OF THE EFFECTIVENESS OF GESTURES TO ENHANCE CONCEPT RETENTION IN CHEMISTRY INSTRUCTION. [Masters Thesis]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_theses/1159


West Virginia University

10. Chaudhari, Kiran P. Development of Carbonaceous Chemistry for Computational Modeling (C3M) with Application of Uncertainty Quantification (UQ) Analysis for Coal Gasification Kinetics in Computational Fluid Dynamics (CFD) Modeling.

Degree: PhD, Chemical and Biomedical Engineering, 2013, West Virginia University

 In association with Department of Energy.s National Energy Technology Laboratory (NETL), a software platform entitled Carbonaceous Chemistry for Computational Modeling (C3M) that can access a… (more)

Subjects/Keywords: Chemical engineering; Environmental education; Statistics; Physical chemistry

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APA (6th Edition):

Chaudhari, K. P. (2013). Development of Carbonaceous Chemistry for Computational Modeling (C3M) with Application of Uncertainty Quantification (UQ) Analysis for Coal Gasification Kinetics in Computational Fluid Dynamics (CFD) Modeling. (Doctoral Dissertation). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3650

Chicago Manual of Style (16th Edition):

Chaudhari, Kiran P. “Development of Carbonaceous Chemistry for Computational Modeling (C3M) with Application of Uncertainty Quantification (UQ) Analysis for Coal Gasification Kinetics in Computational Fluid Dynamics (CFD) Modeling.” 2013. Doctoral Dissertation, West Virginia University. Accessed July 17, 2019. https://researchrepository.wvu.edu/etd/3650.

MLA Handbook (7th Edition):

Chaudhari, Kiran P. “Development of Carbonaceous Chemistry for Computational Modeling (C3M) with Application of Uncertainty Quantification (UQ) Analysis for Coal Gasification Kinetics in Computational Fluid Dynamics (CFD) Modeling.” 2013. Web. 17 Jul 2019.

Vancouver:

Chaudhari KP. Development of Carbonaceous Chemistry for Computational Modeling (C3M) with Application of Uncertainty Quantification (UQ) Analysis for Coal Gasification Kinetics in Computational Fluid Dynamics (CFD) Modeling. [Internet] [Doctoral dissertation]. West Virginia University; 2013. [cited 2019 Jul 17]. Available from: https://researchrepository.wvu.edu/etd/3650.

Council of Science Editors:

Chaudhari KP. Development of Carbonaceous Chemistry for Computational Modeling (C3M) with Application of Uncertainty Quantification (UQ) Analysis for Coal Gasification Kinetics in Computational Fluid Dynamics (CFD) Modeling. [Doctoral Dissertation]. West Virginia University; 2013. Available from: https://researchrepository.wvu.edu/etd/3650


University of Waikato

11. Lajium, Denis Andrew D. Students' Mental Models of Chemical Reactions .

Degree: 2013, University of Waikato

 Previous research on topics such as atomic structure and chemical bonding indicates that students’ mental models are often inconsistent with the scientific models, which may… (more)

Subjects/Keywords: mental models; chemistry education; modelling; chemical reactions

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

APA (6th Edition):

Lajium, D. A. D. (2013). Students' Mental Models of Chemical Reactions . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/7839

Chicago Manual of Style (16th Edition):

Lajium, Denis Andrew D. “Students' Mental Models of Chemical Reactions .” 2013. Doctoral Dissertation, University of Waikato. Accessed July 17, 2019. http://hdl.handle.net/10289/7839.

MLA Handbook (7th Edition):

Lajium, Denis Andrew D. “Students' Mental Models of Chemical Reactions .” 2013. Web. 17 Jul 2019.

Vancouver:

Lajium DAD. Students' Mental Models of Chemical Reactions . [Internet] [Doctoral dissertation]. University of Waikato; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10289/7839.

Council of Science Editors:

Lajium DAD. Students' Mental Models of Chemical Reactions . [Doctoral Dissertation]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/7839


University of North Texas

12. King, Jo Laurie Marushia. Homework versus daily quizzes: The effects on academic performance within high school pre-AP chemistry.

Degree: 2010, University of North Texas

 This research proposed to evaluate whether homework or daily quizzes were better for academic success within high-school pre-AP chemistry or if differences in the two… (more)

Subjects/Keywords: Homework; chemical education; academic performance; assessment; quiz

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APA (6th Edition):

King, J. L. M. (2010). Homework versus daily quizzes: The effects on academic performance within high school pre-AP chemistry. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67936/

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):

King, Jo Laurie Marushia. “Homework versus daily quizzes: The effects on academic performance within high school pre-AP chemistry.” 2010. Thesis, University of North Texas. Accessed July 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc67936/.

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

MLA Handbook (7th Edition):

King, Jo Laurie Marushia. “Homework versus daily quizzes: The effects on academic performance within high school pre-AP chemistry.” 2010. Web. 17 Jul 2019.

Vancouver:

King JLM. Homework versus daily quizzes: The effects on academic performance within high school pre-AP chemistry. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Jul 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67936/.

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

Council of Science Editors:

King JLM. Homework versus daily quizzes: The effects on academic performance within high school pre-AP chemistry. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc67936/

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


University of Michigan

13. Boothe, Jordan. Of Palladium Catalysis and Stereochemical Strategies: A Collection of Synthetic and Educational Chemistry Studies.

Degree: PhD, Chemistry, 2017, University of Michigan

 The importance of organic chemistry is realized primarily in two disciplines: synthetic application and education of chemical concepts, including scientific thought and diagnostic thinking. Mono-… (more)

Subjects/Keywords: chemistry; education; organometallic; chemical; organic; Chemistry; Science

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APA (6th Edition):

Boothe, J. (2017). Of Palladium Catalysis and Stereochemical Strategies: A Collection of Synthetic and Educational Chemistry Studies. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138444

Chicago Manual of Style (16th Edition):

Boothe, Jordan. “Of Palladium Catalysis and Stereochemical Strategies: A Collection of Synthetic and Educational Chemistry Studies.” 2017. Doctoral Dissertation, University of Michigan. Accessed July 17, 2019. http://hdl.handle.net/2027.42/138444.

MLA Handbook (7th Edition):

Boothe, Jordan. “Of Palladium Catalysis and Stereochemical Strategies: A Collection of Synthetic and Educational Chemistry Studies.” 2017. Web. 17 Jul 2019.

Vancouver:

Boothe J. Of Palladium Catalysis and Stereochemical Strategies: A Collection of Synthetic and Educational Chemistry Studies. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2027.42/138444.

Council of Science Editors:

Boothe J. Of Palladium Catalysis and Stereochemical Strategies: A Collection of Synthetic and Educational Chemistry Studies. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138444


Northeastern University

14. Carter, Tracy L. Incorporating chemical process safety education into a chemical engineering curriculum using the four categories of change strategies model.

Degree: PhD, Department of Chemical Engineering, 2018, Northeastern University

 Process safety education and training at US colleges and universities is currently insufficient to meet industry needs.1 Failure to prepare students with essential process safety… (more)

Subjects/Keywords: chemical process safety; education; integrated curriculum

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APA (6th Edition):

Carter, T. L. (2018). Incorporating chemical process safety education into a chemical engineering curriculum using the four categories of change strategies model. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20294147

Chicago Manual of Style (16th Edition):

Carter, Tracy L. “Incorporating chemical process safety education into a chemical engineering curriculum using the four categories of change strategies model.” 2018. Doctoral Dissertation, Northeastern University. Accessed July 17, 2019. http://hdl.handle.net/2047/D20294147.

MLA Handbook (7th Edition):

Carter, Tracy L. “Incorporating chemical process safety education into a chemical engineering curriculum using the four categories of change strategies model.” 2018. Web. 17 Jul 2019.

Vancouver:

Carter TL. Incorporating chemical process safety education into a chemical engineering curriculum using the four categories of change strategies model. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2047/D20294147.

Council of Science Editors:

Carter TL. Incorporating chemical process safety education into a chemical engineering curriculum using the four categories of change strategies model. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20294147


SUNY College at Brockport

15. Christopher, Cecilia M. Improving Chemistry Instruction via the 5-E Learning Model: Inventing, Adapting and Incorporating the First “E".

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  The following is a compilation of engage activities will prove useful to science teachers. Students always ask “can you blow something up?” While a… (more)

Subjects/Keywords: chemical education; 5 E cycle; engage; motivation; Education; Other Chemistry

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APA (6th Edition):

Christopher, C. M. (2013). Improving Chemistry Instruction via the 5-E Learning Model: Inventing, Adapting and Incorporating the First “E". (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/284

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):

Christopher, Cecilia M. “Improving Chemistry Instruction via the 5-E Learning Model: Inventing, Adapting and Incorporating the First “E".” 2013. Thesis, SUNY College at Brockport. Accessed July 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/284.

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

MLA Handbook (7th Edition):

Christopher, Cecilia M. “Improving Chemistry Instruction via the 5-E Learning Model: Inventing, Adapting and Incorporating the First “E".” 2013. Web. 17 Jul 2019.

Vancouver:

Christopher CM. Improving Chemistry Instruction via the 5-E Learning Model: Inventing, Adapting and Incorporating the First “E". [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Jul 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/284.

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

Council of Science Editors:

Christopher CM. Improving Chemistry Instruction via the 5-E Learning Model: Inventing, Adapting and Incorporating the First “E". [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/284

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

16. Havanki, Katherine Louise. A Process Model for the Comprehension of Organic Chemistry Notation.

Degree: PhD, Education, 2012, The Catholic University of America

Degree awarded: Ph.D. Education. The Catholic University of America

This dissertation examines the cognitive processes individuals use when reading organic chemistry equations and factors that… (more)

Subjects/Keywords: Science education; Educational psychology; chemical education; eye tracking; organic chemistry

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APA (6th Edition):

Havanki, K. L. (2012). A Process Model for the Comprehension of Organic Chemistry Notation. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/10254

Chicago Manual of Style (16th Edition):

Havanki, Katherine Louise. “A Process Model for the Comprehension of Organic Chemistry Notation.” 2012. Doctoral Dissertation, The Catholic University of America. Accessed July 17, 2019. http://hdl.handle.net/1961/10254.

MLA Handbook (7th Edition):

Havanki, Katherine Louise. “A Process Model for the Comprehension of Organic Chemistry Notation.” 2012. Web. 17 Jul 2019.

Vancouver:

Havanki KL. A Process Model for the Comprehension of Organic Chemistry Notation. [Internet] [Doctoral dissertation]. The Catholic University of America; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1961/10254.

Council of Science Editors:

Havanki KL. A Process Model for the Comprehension of Organic Chemistry Notation. [Doctoral Dissertation]. The Catholic University of America; 2012. Available from: http://hdl.handle.net/1961/10254


SUNY College at Brockport

17. Criss, Genevieve Marie. Modification of Linguistic Instructional Strategies for Application in Chemistry: Progressing beyond Scientific Literacy to Chemical Fluency.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  This thesis project presents multiple instructional supports, designed from modifications of bilingual and linguistic educational methods, to promote the development of chemical fluency in… (more)

Subjects/Keywords: Bilingual Education; Chemical Education; Chemical Fluency; Code-switching; Scientific Literacy; Translation Supports; Bilingual, Multilingual, and Multicultural Education; Chemistry; Education; Science and Mathematics Education

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APA (6th Edition):

Criss, G. M. (2016). Modification of Linguistic Instructional Strategies for Application in Chemistry: Progressing beyond Scientific Literacy to Chemical Fluency. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/682

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):

Criss, Genevieve Marie. “Modification of Linguistic Instructional Strategies for Application in Chemistry: Progressing beyond Scientific Literacy to Chemical Fluency.” 2016. Thesis, SUNY College at Brockport. Accessed July 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/682.

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

MLA Handbook (7th Edition):

Criss, Genevieve Marie. “Modification of Linguistic Instructional Strategies for Application in Chemistry: Progressing beyond Scientific Literacy to Chemical Fluency.” 2016. Web. 17 Jul 2019.

Vancouver:

Criss GM. Modification of Linguistic Instructional Strategies for Application in Chemistry: Progressing beyond Scientific Literacy to Chemical Fluency. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Jul 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/682.

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

Council of Science Editors:

Criss GM. Modification of Linguistic Instructional Strategies for Application in Chemistry: Progressing beyond Scientific Literacy to Chemical Fluency. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/682

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


Universidade do Rio Grande do Sul

18. Pastoriza, Bruno dos Santos. Representações escolares : produção e constituição de formas de conhecimento em educação em ciências.

Degree: 2011, Universidade do Rio Grande do Sul

presente pesquisa investiga as representações de conhecimentos químicos e sua relação com a Escola – Básica e Superior. Para tanto, elegemos dois autores como referências… (more)

Subjects/Keywords: Representação do conhecimento; Science education; Chemical education; Ciências; School representations; Química; School; Ensino; Chemical changes; Pedagogia

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APA (6th Edition):

Pastoriza, B. d. S. (2011). Representações escolares : produção e constituição de formas de conhecimento em educação em ciências. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/37231

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):

Pastoriza, Bruno dos Santos. “Representações escolares : produção e constituição de formas de conhecimento em educação em ciências.” 2011. Thesis, Universidade do Rio Grande do Sul. Accessed July 17, 2019. http://hdl.handle.net/10183/37231.

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

MLA Handbook (7th Edition):

Pastoriza, Bruno dos Santos. “Representações escolares : produção e constituição de formas de conhecimento em educação em ciências.” 2011. Web. 17 Jul 2019.

Vancouver:

Pastoriza BdS. Representações escolares : produção e constituição de formas de conhecimento em educação em ciências. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10183/37231.

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

Council of Science Editors:

Pastoriza BdS. Representações escolares : produção e constituição de formas de conhecimento em educação em ciências. [Thesis]. Universidade do Rio Grande do Sul; 2011. Available from: http://hdl.handle.net/10183/37231

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


Miami University

19. Emenike, Mary Elizabeth. What is a Chemical? Fourth-Grade Children's Categorization of Everyday Objects and Substances.

Degree: PhD, Chemistry, 2010, Miami University

  For students learning science, a potential source of difficulty arises from the fact that many words used in formal science instruction are used informally… (more)

Subjects/Keywords: Chemistry; Education; Science Education; chemistry education research; chemicals; children; qualitative research; elementary science education; prior knowledge; chemical change; national science standards

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APA (6th Edition):

Emenike, M. E. (2010). What is a Chemical? Fourth-Grade Children's Categorization of Everyday Objects and Substances. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1283196816

Chicago Manual of Style (16th Edition):

Emenike, Mary Elizabeth. “What is a Chemical? Fourth-Grade Children's Categorization of Everyday Objects and Substances.” 2010. Doctoral Dissertation, Miami University. Accessed July 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1283196816.

MLA Handbook (7th Edition):

Emenike, Mary Elizabeth. “What is a Chemical? Fourth-Grade Children's Categorization of Everyday Objects and Substances.” 2010. Web. 17 Jul 2019.

Vancouver:

Emenike ME. What is a Chemical? Fourth-Grade Children's Categorization of Everyday Objects and Substances. [Internet] [Doctoral dissertation]. Miami University; 2010. [cited 2019 Jul 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1283196816.

Council of Science Editors:

Emenike ME. What is a Chemical? Fourth-Grade Children's Categorization of Everyday Objects and Substances. [Doctoral Dissertation]. Miami University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1283196816


University of Leeds

20. Donnelly, James F. Chemical education and the chemical industry in England from the mid-nineteenth to the early twentieth century.

Degree: PhD, 1987, University of Leeds

 The thesis examines the relationship between formal education and the chemical industry from about 1850 to about 1920. It first surveys relevant literature and discusses… (more)

Subjects/Keywords: 370; Education and chemical industry

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APA (6th Edition):

Donnelly, J. F. (1987). Chemical education and the chemical industry in England from the mid-nineteenth to the early twentieth century. (Doctoral Dissertation). University of Leeds. Retrieved from http://etheses.whiterose.ac.uk/500/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379762

Chicago Manual of Style (16th Edition):

Donnelly, James F. “Chemical education and the chemical industry in England from the mid-nineteenth to the early twentieth century.” 1987. Doctoral Dissertation, University of Leeds. Accessed July 17, 2019. http://etheses.whiterose.ac.uk/500/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379762.

MLA Handbook (7th Edition):

Donnelly, James F. “Chemical education and the chemical industry in England from the mid-nineteenth to the early twentieth century.” 1987. Web. 17 Jul 2019.

Vancouver:

Donnelly JF. Chemical education and the chemical industry in England from the mid-nineteenth to the early twentieth century. [Internet] [Doctoral dissertation]. University of Leeds; 1987. [cited 2019 Jul 17]. Available from: http://etheses.whiterose.ac.uk/500/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379762.

Council of Science Editors:

Donnelly JF. Chemical education and the chemical industry in England from the mid-nineteenth to the early twentieth century. [Doctoral Dissertation]. University of Leeds; 1987. Available from: http://etheses.whiterose.ac.uk/500/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379762


Universidad Nacional de Colombia

21. Córdoba Cárdenas, Dayana Sislén. Implementación del plan de manejo integral de residuos peligrosos del centro para la industria de la comunicación gráfica- Cenigaf - del SenaA y caracterización de los residuos sólidos peligrosos generados.

Degree: http://www.bdigital.unal.edu.co/46298/, 2014, Universidad Nacional de Colombia

Este trabajo se formuló y desarrolló con el fin de implementar el Plan de Gestión Integral de Residuos Peligrosos- PGIRESPEL del Centro para la Industria… (more)

Subjects/Keywords: 37 Educación / Education; 66 Ingeniería química y Tecnologías relacionadas/ Chemical engineering

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APA (6th Edition):

Córdoba Cárdenas, D. S. (2014). Implementación del plan de manejo integral de residuos peligrosos del centro para la industria de la comunicación gráfica- Cenigaf - del SenaA y caracterización de los residuos sólidos peligrosos generados. (Thesis). Universidad Nacional de Colombia. Retrieved from http://www.bdigital.unal.edu.co/46298/1/292533.2014.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):

Córdoba Cárdenas, Dayana Sislén. “Implementación del plan de manejo integral de residuos peligrosos del centro para la industria de la comunicación gráfica- Cenigaf - del SenaA y caracterización de los residuos sólidos peligrosos generados.” 2014. Thesis, Universidad Nacional de Colombia. Accessed July 17, 2019. http://www.bdigital.unal.edu.co/46298/1/292533.2014.pdf.

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

MLA Handbook (7th Edition):

Córdoba Cárdenas, Dayana Sislén. “Implementación del plan de manejo integral de residuos peligrosos del centro para la industria de la comunicación gráfica- Cenigaf - del SenaA y caracterización de los residuos sólidos peligrosos generados.” 2014. Web. 17 Jul 2019.

Vancouver:

Córdoba Cárdenas DS. Implementación del plan de manejo integral de residuos peligrosos del centro para la industria de la comunicación gráfica- Cenigaf - del SenaA y caracterización de los residuos sólidos peligrosos generados. [Internet] [Thesis]. Universidad Nacional de Colombia; 2014. [cited 2019 Jul 17]. Available from: http://www.bdigital.unal.edu.co/46298/1/292533.2014.pdf.

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

Council of Science Editors:

Córdoba Cárdenas DS. Implementación del plan de manejo integral de residuos peligrosos del centro para la industria de la comunicación gráfica- Cenigaf - del SenaA y caracterización de los residuos sólidos peligrosos generados. [Thesis]. Universidad Nacional de Colombia; 2014. Available from: http://www.bdigital.unal.edu.co/46298/1/292533.2014.pdf

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


Penn State University

22. Cossey, Kimberly. Hypothesis Driven Assessment of an NMR Curriculum.

Degree: PhD, Chemistry, 2008, Penn State University

 The goal of this project was to develop a battery of assessments to evaluate an undergraduate NMR curriculum at Penn State University. As a chemical(more)

Subjects/Keywords: NMR; Nuclear Magnetic Resonance; chemical education; assessment; curriculum

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

APA (6th Edition):

Cossey, K. (2008). Hypothesis Driven Assessment of an NMR Curriculum. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8574

Chicago Manual of Style (16th Edition):

Cossey, Kimberly. “Hypothesis Driven Assessment of an NMR Curriculum.” 2008. Doctoral Dissertation, Penn State University. Accessed July 17, 2019. https://etda.libraries.psu.edu/catalog/8574.

MLA Handbook (7th Edition):

Cossey, Kimberly. “Hypothesis Driven Assessment of an NMR Curriculum.” 2008. Web. 17 Jul 2019.

Vancouver:

Cossey K. Hypothesis Driven Assessment of an NMR Curriculum. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Jul 17]. Available from: https://etda.libraries.psu.edu/catalog/8574.

Council of Science Editors:

Cossey K. Hypothesis Driven Assessment of an NMR Curriculum. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8574


Louisiana State University

23. Wu, Xin. The power of affective factors (self-efficacy, motivation and gender) to predict chemistry achievement with the benefits of knowledge surveys on metacognition level.

Degree: PhD, Human Resources Management, 2013, Louisiana State University

 Self-efficacy, gender, and motivation are subjective predictors of students' academic achievement. Self-assessment prompted by knowledge surveys involves metacognition, i.e., students' awareness of how they learn.… (more)

Subjects/Keywords: metacognition; chemical education; knowledge survey; Self-efficacy; motivation scale

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APA (6th Edition):

Wu, X. (2013). The power of affective factors (self-efficacy, motivation and gender) to predict chemistry achievement with the benefits of knowledge surveys on metacognition level. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-09042013-120004 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3240

Chicago Manual of Style (16th Edition):

Wu, Xin. “The power of affective factors (self-efficacy, motivation and gender) to predict chemistry achievement with the benefits of knowledge surveys on metacognition level.” 2013. Doctoral Dissertation, Louisiana State University. Accessed July 17, 2019. etd-09042013-120004 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3240.

MLA Handbook (7th Edition):

Wu, Xin. “The power of affective factors (self-efficacy, motivation and gender) to predict chemistry achievement with the benefits of knowledge surveys on metacognition level.” 2013. Web. 17 Jul 2019.

Vancouver:

Wu X. The power of affective factors (self-efficacy, motivation and gender) to predict chemistry achievement with the benefits of knowledge surveys on metacognition level. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Jul 17]. Available from: etd-09042013-120004 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3240.

Council of Science Editors:

Wu X. The power of affective factors (self-efficacy, motivation and gender) to predict chemistry achievement with the benefits of knowledge surveys on metacognition level. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-09042013-120004 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3240


Louisiana State University

24. Davies, Micah M. Grade level expectations: do they prepare students for introductory college chemistry?.

Degree: MNS, Physical Sciences and Mathematics, 2010, Louisiana State University

 This study investigates whether the Grade Level Expectations (GLEs) as outlined by the Louisiana Department of Education prepare students for introductory college level chemistry. A… (more)

Subjects/Keywords: Grade Level Expectations; GLEs; introductory chemistry; chemical concept inventory; chemistry education

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APA (6th Edition):

Davies, M. M. (2010). Grade level expectations: do they prepare students for introductory college chemistry?. (Masters Thesis). Louisiana State University. Retrieved from etd-07062010-155144 ; https://digitalcommons.lsu.edu/gradschool_theses/1935

Chicago Manual of Style (16th Edition):

Davies, Micah M. “Grade level expectations: do they prepare students for introductory college chemistry?.” 2010. Masters Thesis, Louisiana State University. Accessed July 17, 2019. etd-07062010-155144 ; https://digitalcommons.lsu.edu/gradschool_theses/1935.

MLA Handbook (7th Edition):

Davies, Micah M. “Grade level expectations: do they prepare students for introductory college chemistry?.” 2010. Web. 17 Jul 2019.

Vancouver:

Davies MM. Grade level expectations: do they prepare students for introductory college chemistry?. [Internet] [Masters thesis]. Louisiana State University; 2010. [cited 2019 Jul 17]. Available from: etd-07062010-155144 ; https://digitalcommons.lsu.edu/gradschool_theses/1935.

Council of Science Editors:

Davies MM. Grade level expectations: do they prepare students for introductory college chemistry?. [Masters Thesis]. Louisiana State University; 2010. Available from: etd-07062010-155144 ; https://digitalcommons.lsu.edu/gradschool_theses/1935


University of Victoria

25. Dean, Natalie L. Mass spectrometry, mechanisms, and molecular models - combining research in mass spectrometric reaction monitoring and chemical education.

Degree: Department of Chemistry, 2018, University of Victoria

 This thesis combines work in the areas of mass spectrometric reaction monitoring and chemical education. In the first part of this thesis, real-time mechanistic analysis… (more)

Subjects/Keywords: Mass Spectrometry; Chemical Education; VSEPR; Hiyama Cross-Coupling; Fluorophenylsilane; Molecular Geometry

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APA (6th Edition):

Dean, N. L. (2018). Mass spectrometry, mechanisms, and molecular models - combining research in mass spectrometric reaction monitoring and chemical education. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9383

Chicago Manual of Style (16th Edition):

Dean, Natalie L. “Mass spectrometry, mechanisms, and molecular models - combining research in mass spectrometric reaction monitoring and chemical education.” 2018. Masters Thesis, University of Victoria. Accessed July 17, 2019. https://dspace.library.uvic.ca//handle/1828/9383.

MLA Handbook (7th Edition):

Dean, Natalie L. “Mass spectrometry, mechanisms, and molecular models - combining research in mass spectrometric reaction monitoring and chemical education.” 2018. Web. 17 Jul 2019.

Vancouver:

Dean NL. Mass spectrometry, mechanisms, and molecular models - combining research in mass spectrometric reaction monitoring and chemical education. [Internet] [Masters thesis]. University of Victoria; 2018. [cited 2019 Jul 17]. Available from: https://dspace.library.uvic.ca//handle/1828/9383.

Council of Science Editors:

Dean NL. Mass spectrometry, mechanisms, and molecular models - combining research in mass spectrometric reaction monitoring and chemical education. [Masters Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9383


Clemson University

26. Sandi-urena, Guillermo. Design and Validation of a Multimethod Assessment of Metacognition and Study of the Effectiveness of Metacognitive Interventions.

Degree: PhD, Chemistry, 2008, Clemson University

 The central role of metacognition in learning and problem solving, in general and in chemistry in specific, has been substantially demonstrated and has raised pronounced… (more)

Subjects/Keywords: Chemical Education Research; Chemistry

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APA (6th Edition):

Sandi-urena, G. (2008). Design and Validation of a Multimethod Assessment of Metacognition and Study of the Effectiveness of Metacognitive Interventions. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/241

Chicago Manual of Style (16th Edition):

Sandi-urena, Guillermo. “Design and Validation of a Multimethod Assessment of Metacognition and Study of the Effectiveness of Metacognitive Interventions.” 2008. Doctoral Dissertation, Clemson University. Accessed July 17, 2019. https://tigerprints.clemson.edu/all_dissertations/241.

MLA Handbook (7th Edition):

Sandi-urena, Guillermo. “Design and Validation of a Multimethod Assessment of Metacognition and Study of the Effectiveness of Metacognitive Interventions.” 2008. Web. 17 Jul 2019.

Vancouver:

Sandi-urena G. Design and Validation of a Multimethod Assessment of Metacognition and Study of the Effectiveness of Metacognitive Interventions. [Internet] [Doctoral dissertation]. Clemson University; 2008. [cited 2019 Jul 17]. Available from: https://tigerprints.clemson.edu/all_dissertations/241.

Council of Science Editors:

Sandi-urena G. Design and Validation of a Multimethod Assessment of Metacognition and Study of the Effectiveness of Metacognitive Interventions. [Doctoral Dissertation]. Clemson University; 2008. Available from: https://tigerprints.clemson.edu/all_dissertations/241


Colorado School of Mines

27. Miorelli, Jonathan T. Making theoretical chemistry useful to practicing chemists as researchers and educators.

Degree: PhD, Chemistry and Geochemistry, 2016, Colorado School of Mines

 Chemistry is concerned with understanding and predicting the interactions and properties of matter. A valuable tool towards this goal is Density Functional Theory, which asserts… (more)

Subjects/Keywords: Chemical education; QTAIM; Theoretical chemistry; DFT; ADFT; Quantum chemistry

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APA (6th Edition):

Miorelli, J. T. (2016). Making theoretical chemistry useful to practicing chemists as researchers and educators. (Doctoral Dissertation). Colorado School of Mines. Retrieved from http://hdl.handle.net/11124/170447

Chicago Manual of Style (16th Edition):

Miorelli, Jonathan T. “Making theoretical chemistry useful to practicing chemists as researchers and educators.” 2016. Doctoral Dissertation, Colorado School of Mines. Accessed July 17, 2019. http://hdl.handle.net/11124/170447.

MLA Handbook (7th Edition):

Miorelli, Jonathan T. “Making theoretical chemistry useful to practicing chemists as researchers and educators.” 2016. Web. 17 Jul 2019.

Vancouver:

Miorelli JT. Making theoretical chemistry useful to practicing chemists as researchers and educators. [Internet] [Doctoral dissertation]. Colorado School of Mines; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/11124/170447.

Council of Science Editors:

Miorelli JT. Making theoretical chemistry useful to practicing chemists as researchers and educators. [Doctoral Dissertation]. Colorado School of Mines; 2016. Available from: http://hdl.handle.net/11124/170447


University of Arizona

28. Stains, Marilyne Nicole Olivia. Classification of Chemical Susbtances, Reactions, and Interactions: The Effect of Expertise .

Degree: 2007, University of Arizona

 This project explored the strategies that undergraduate and graduate chemistry students engaged in when solving classification tasks involving microscopic (particulate) representations of chemical substances and… (more)

Subjects/Keywords: chemistry; classification; expertise; chemical education

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APA (6th Edition):

Stains, M. N. O. (2007). Classification of Chemical Susbtances, Reactions, and Interactions: The Effect of Expertise . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194835

Chicago Manual of Style (16th Edition):

Stains, Marilyne Nicole Olivia. “Classification of Chemical Susbtances, Reactions, and Interactions: The Effect of Expertise .” 2007. Doctoral Dissertation, University of Arizona. Accessed July 17, 2019. http://hdl.handle.net/10150/194835.

MLA Handbook (7th Edition):

Stains, Marilyne Nicole Olivia. “Classification of Chemical Susbtances, Reactions, and Interactions: The Effect of Expertise .” 2007. Web. 17 Jul 2019.

Vancouver:

Stains MNO. Classification of Chemical Susbtances, Reactions, and Interactions: The Effect of Expertise . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10150/194835.

Council of Science Editors:

Stains MNO. Classification of Chemical Susbtances, Reactions, and Interactions: The Effect of Expertise . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/194835


University of Minnesota

29. Fox, Laura. Perceptions of Undergraduate Physical Chemistry Instructors: Lessons from a Nationwide Survey, Assessment Analysis, and Reflections on Teaching and Learning.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 There are minimal policies in place that direct undergraduate education, and consequently there are scarce criteria that guide the pedagogical and curricular decisions of instructors.… (more)

Subjects/Keywords: Assessment; Chemical Education; Pedagogical Content Knowledge; Physical Chemistry; Survey; Undergraduate

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

APA (6th Edition):

Fox, L. (2016). Perceptions of Undergraduate Physical Chemistry Instructors: Lessons from a Nationwide Survey, Assessment Analysis, and Reflections on Teaching and Learning. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188836

Chicago Manual of Style (16th Edition):

Fox, Laura. “Perceptions of Undergraduate Physical Chemistry Instructors: Lessons from a Nationwide Survey, Assessment Analysis, and Reflections on Teaching and Learning.” 2016. Doctoral Dissertation, University of Minnesota. Accessed July 17, 2019. http://hdl.handle.net/11299/188836.

MLA Handbook (7th Edition):

Fox, Laura. “Perceptions of Undergraduate Physical Chemistry Instructors: Lessons from a Nationwide Survey, Assessment Analysis, and Reflections on Teaching and Learning.” 2016. Web. 17 Jul 2019.

Vancouver:

Fox L. Perceptions of Undergraduate Physical Chemistry Instructors: Lessons from a Nationwide Survey, Assessment Analysis, and Reflections on Teaching and Learning. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/11299/188836.

Council of Science Editors:

Fox L. Perceptions of Undergraduate Physical Chemistry Instructors: Lessons from a Nationwide Survey, Assessment Analysis, and Reflections on Teaching and Learning. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/188836


University of Minnesota

30. Warfa, Abdi-Rizak M. Student conceptions of ionic compouns in solution and the influences of sociochemical norms on individual learning.

Degree: PhD, Education, Curriculum and Instruction, 2013, University of Minnesota

 Using the symbolic interactionist perspective that meaning is constituted as individuals interact with one another, this study examined how group thinking during cooperative inquiry-based activity… (more)

Subjects/Keywords: Chemical misconceptions; Chemistry education; Chemistry instruction; Sociochemical norms

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

APA (6th Edition):

Warfa, A. M. (2013). Student conceptions of ionic compouns in solution and the influences of sociochemical norms on individual learning. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/154982

Chicago Manual of Style (16th Edition):

Warfa, Abdi-Rizak M. “Student conceptions of ionic compouns in solution and the influences of sociochemical norms on individual learning.” 2013. Doctoral Dissertation, University of Minnesota. Accessed July 17, 2019. http://purl.umn.edu/154982.

MLA Handbook (7th Edition):

Warfa, Abdi-Rizak M. “Student conceptions of ionic compouns in solution and the influences of sociochemical norms on individual learning.” 2013. Web. 17 Jul 2019.

Vancouver:

Warfa AM. Student conceptions of ionic compouns in solution and the influences of sociochemical norms on individual learning. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Jul 17]. Available from: http://purl.umn.edu/154982.

Council of Science Editors:

Warfa AM. Student conceptions of ionic compouns in solution and the influences of sociochemical norms on individual learning. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/154982

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