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You searched for subject:(Chemical education). Showing records 31 – 60 of 140 total matches.

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University of Minnesota

31. 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 (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 August 18, 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. 18 Aug 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 Aug 18]. 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

32. 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 (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 August 18, 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. 18 Aug 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 Aug 18]. 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


Rice University

33. Cloonan, Carrie. Incorporation of Conceptual Understanding of Chemistry in Assessments, Undergraduate General Chemistry Classrooms and Laboratories, and High School Classrooms.

Degree: PhD, Natural Sciences, 2012, Rice University

 The novel assessment models and studies developed in this work provided new insight on effective teaching practices in chemistry classrooms and laboratories through the framework… (more)

Subjects/Keywords: Chemical education; Undergraduate chemistry; High school chemistry; Teaching; Concept tests

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APA (6th Edition):

Cloonan, C. (2012). Incorporation of Conceptual Understanding of Chemistry in Assessments, Undergraduate General Chemistry Classrooms and Laboratories, and High School Classrooms. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/77327

Chicago Manual of Style (16th Edition):

Cloonan, Carrie. “Incorporation of Conceptual Understanding of Chemistry in Assessments, Undergraduate General Chemistry Classrooms and Laboratories, and High School Classrooms.” 2012. Doctoral Dissertation, Rice University. Accessed August 18, 2019. http://hdl.handle.net/1911/77327.

MLA Handbook (7th Edition):

Cloonan, Carrie. “Incorporation of Conceptual Understanding of Chemistry in Assessments, Undergraduate General Chemistry Classrooms and Laboratories, and High School Classrooms.” 2012. Web. 18 Aug 2019.

Vancouver:

Cloonan C. Incorporation of Conceptual Understanding of Chemistry in Assessments, Undergraduate General Chemistry Classrooms and Laboratories, and High School Classrooms. [Internet] [Doctoral dissertation]. Rice University; 2012. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1911/77327.

Council of Science Editors:

Cloonan C. Incorporation of Conceptual Understanding of Chemistry in Assessments, Undergraduate General Chemistry Classrooms and Laboratories, and High School Classrooms. [Doctoral Dissertation]. Rice University; 2012. Available from: http://hdl.handle.net/1911/77327


Penn State University

34. Huffstickler, Megan. Understanding Student Problem Solving in Organic Chemistry.

Degree: 2018, Penn State University

 The purpose of this study is to better inform the Chemical Education community regarding the struggles that students face when problem solving in organic chemistry.… (more)

Subjects/Keywords: Organic Chemistry; Chemical Education; Educational Psychology; Think-Aloud Protocol

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APA (6th Edition):

Huffstickler, M. (2018). Understanding Student Problem Solving in Organic Chemistry. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14477mkh201

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):

Huffstickler, Megan. “Understanding Student Problem Solving in Organic Chemistry.” 2018. Thesis, Penn State University. Accessed August 18, 2019. https://etda.libraries.psu.edu/catalog/14477mkh201.

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

MLA Handbook (7th Edition):

Huffstickler, Megan. “Understanding Student Problem Solving in Organic Chemistry.” 2018. Web. 18 Aug 2019.

Vancouver:

Huffstickler M. Understanding Student Problem Solving in Organic Chemistry. [Internet] [Thesis]. Penn State University; 2018. [cited 2019 Aug 18]. Available from: https://etda.libraries.psu.edu/catalog/14477mkh201.

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

Council of Science Editors:

Huffstickler M. Understanding Student Problem Solving in Organic Chemistry. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/14477mkh201

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


University of Southern California

35. Giles, Richard A. Catalytic applications of palladium-NHC complexes towards hydroamination and hydrogen-deuterium exchange and development of acid-catalyzed hydrogen-deuterium exchange methods for preparative deuteration and chemical education.

Degree: PhD, Chemistry, 2015, University of Southern California

 The research efforts discussed herein encompass two broad subjects, the development of catalytic methodologies using palladium-NHC complexes and the hydrogen-deuterium exchange of aromatic molecules under… (more)

Subjects/Keywords: catalysis; palladium; hydroamination; deuterium; H-D exchange; chemical education

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APA (6th Edition):

Giles, R. A. (2015). Catalytic applications of palladium-NHC complexes towards hydroamination and hydrogen-deuterium exchange and development of acid-catalyzed hydrogen-deuterium exchange methods for preparative deuteration and chemical education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/637686/rec/1249

Chicago Manual of Style (16th Edition):

Giles, Richard A. “Catalytic applications of palladium-NHC complexes towards hydroamination and hydrogen-deuterium exchange and development of acid-catalyzed hydrogen-deuterium exchange methods for preparative deuteration and chemical education.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/637686/rec/1249.

MLA Handbook (7th Edition):

Giles, Richard A. “Catalytic applications of palladium-NHC complexes towards hydroamination and hydrogen-deuterium exchange and development of acid-catalyzed hydrogen-deuterium exchange methods for preparative deuteration and chemical education.” 2015. Web. 18 Aug 2019.

Vancouver:

Giles RA. Catalytic applications of palladium-NHC complexes towards hydroamination and hydrogen-deuterium exchange and development of acid-catalyzed hydrogen-deuterium exchange methods for preparative deuteration and chemical education. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Aug 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/637686/rec/1249.

Council of Science Editors:

Giles RA. Catalytic applications of palladium-NHC complexes towards hydroamination and hydrogen-deuterium exchange and development of acid-catalyzed hydrogen-deuterium exchange methods for preparative deuteration and chemical education. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/637686/rec/1249


University of Michigan

36. Lee, Sudarat. Nanostructured Semiconductor Electrodes for Solar Energy Conversion and Innovations in Undergraduate Chemical Lab Curriculum.

Degree: PhD, Chemistry, 2017, University of Michigan

 This dissertation presents the methodology and discussion of preparing nanostructured, high aspect ratio p-type phosphide-based binary and ternary semiconductors via “top-down” anodic etching, a process… (more)

Subjects/Keywords: Nanostructures; Photoelectrochemistry; Semiconductors; Chemical Education; Doping; Chemistry; Science

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APA (6th Edition):

Lee, S. (2017). Nanostructured Semiconductor Electrodes for Solar Energy Conversion and Innovations in Undergraduate Chemical Lab Curriculum. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/138476

Chicago Manual of Style (16th Edition):

Lee, Sudarat. “Nanostructured Semiconductor Electrodes for Solar Energy Conversion and Innovations in Undergraduate Chemical Lab Curriculum.” 2017. Doctoral Dissertation, University of Michigan. Accessed August 18, 2019. http://hdl.handle.net/2027.42/138476.

MLA Handbook (7th Edition):

Lee, Sudarat. “Nanostructured Semiconductor Electrodes for Solar Energy Conversion and Innovations in Undergraduate Chemical Lab Curriculum.” 2017. Web. 18 Aug 2019.

Vancouver:

Lee S. Nanostructured Semiconductor Electrodes for Solar Energy Conversion and Innovations in Undergraduate Chemical Lab Curriculum. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2027.42/138476.

Council of Science Editors:

Lee S. Nanostructured Semiconductor Electrodes for Solar Energy Conversion and Innovations in Undergraduate Chemical Lab Curriculum. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/138476


University of Canterbury

37. Gostomski, P. Discoveries from students' interactions with an immersive learning application.

Degree: Chemical and Process Engineering; University of Canterbury. Human Interface Technology Laboratory; University of Canterbury. Biomolecular Interaction Centre, 2012, University of Canterbury

 Immersive learning applications in chemical and process engineering are creating the opportunity to bring the complexity of entire process plants to the student. While meant… (more)

Subjects/Keywords: Field of Research::09 - Engineering::0904 - Chemical Engineering::090499 - Chemical Engineering not elsewhere classified; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education

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APA (6th Edition):

Gostomski, P. (2012). Discoveries from students' interactions with an immersive learning application. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8702

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):

Gostomski, P. “Discoveries from students' interactions with an immersive learning application.” 2012. Thesis, University of Canterbury. Accessed August 18, 2019. http://hdl.handle.net/10092/8702.

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

MLA Handbook (7th Edition):

Gostomski, P. “Discoveries from students' interactions with an immersive learning application.” 2012. Web. 18 Aug 2019.

Vancouver:

Gostomski P. Discoveries from students' interactions with an immersive learning application. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10092/8702.

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

Council of Science Editors:

Gostomski P. Discoveries from students' interactions with an immersive learning application. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/8702

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


Iowa State University

38. Behrens, Nihal Johnny. Investigation of interactive teaching techniques to promote student understanding in chemistry.

Degree: 2007, Iowa State University

 This thesis focuses on implementing inquiry and the SWH format. Chapter Two of the thesis discusses the use of the inquiry format to conduct recitations… (more)

Subjects/Keywords: Chemistry; Chemistry (Chemical education); Chemical education;

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APA (6th Edition):

Behrens, N. J. (2007). Investigation of interactive teaching techniques to promote student understanding in chemistry. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/rtd/14654

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):

Behrens, Nihal Johnny. “Investigation of interactive teaching techniques to promote student understanding in chemistry.” 2007. Thesis, Iowa State University. Accessed August 18, 2019. https://lib.dr.iastate.edu/rtd/14654.

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

MLA Handbook (7th Edition):

Behrens, Nihal Johnny. “Investigation of interactive teaching techniques to promote student understanding in chemistry.” 2007. Web. 18 Aug 2019.

Vancouver:

Behrens NJ. Investigation of interactive teaching techniques to promote student understanding in chemistry. [Internet] [Thesis]. Iowa State University; 2007. [cited 2019 Aug 18]. Available from: https://lib.dr.iastate.edu/rtd/14654.

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

Council of Science Editors:

Behrens NJ. Investigation of interactive teaching techniques to promote student understanding in chemistry. [Thesis]. Iowa State University; 2007. Available from: https://lib.dr.iastate.edu/rtd/14654

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


University of California – San Diego

39. Wang, Song. Learning Theory Guided Iterative Development of a Mobile Learning Paradigm Aimed at Enhancing Organic Chemistry Laboratory Instruction at Undergraduate Level.

Degree: Chemistry, 2017, University of California – San Diego

 Helping students achieve meaningful learning effectively in large-enrollment, introductory organic chemistry laboratory course can be a difficult task. Due to the abstract nature of the… (more)

Subjects/Keywords: Science education; Educational technology; Organic chemistry; blended learning; chemical education; design-based research; education technology; experiment simulation; mobile learning

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APA (6th Edition):

Wang, S. (2017). Learning Theory Guided Iterative Development of a Mobile Learning Paradigm Aimed at Enhancing Organic Chemistry Laboratory Instruction at Undergraduate Level. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/4t8350v8

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

Chicago Manual of Style (16th Edition):

Wang, Song. “Learning Theory Guided Iterative Development of a Mobile Learning Paradigm Aimed at Enhancing Organic Chemistry Laboratory Instruction at Undergraduate Level.” 2017. Thesis, University of California – San Diego. Accessed August 18, 2019. http://www.escholarship.org/uc/item/4t8350v8.

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

MLA Handbook (7th Edition):

Wang, Song. “Learning Theory Guided Iterative Development of a Mobile Learning Paradigm Aimed at Enhancing Organic Chemistry Laboratory Instruction at Undergraduate Level.” 2017. Web. 18 Aug 2019.

Vancouver:

Wang S. Learning Theory Guided Iterative Development of a Mobile Learning Paradigm Aimed at Enhancing Organic Chemistry Laboratory Instruction at Undergraduate Level. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Aug 18]. Available from: http://www.escholarship.org/uc/item/4t8350v8.

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

Council of Science Editors:

Wang S. Learning Theory Guided Iterative Development of a Mobile Learning Paradigm Aimed at Enhancing Organic Chemistry Laboratory Instruction at Undergraduate Level. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/4t8350v8

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


Iowa State University

40. Reed, Jessica Jewett. Analyzing the role of science practices in general chemistry courses and assessments.

Degree: 2015, Iowa State University

 Efforts to reform science education, such as the Next Generation Science Standards (NGSS), call for a shift away from rote learning over a breadth of… (more)

Subjects/Keywords: Chemical Education; assessment; chemistry education; science practices; Chemistry; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Reed, J. J. (2015). Analyzing the role of science practices in general chemistry courses and assessments. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14531

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):

Reed, Jessica Jewett. “Analyzing the role of science practices in general chemistry courses and assessments.” 2015. Thesis, Iowa State University. Accessed August 18, 2019. https://lib.dr.iastate.edu/etd/14531.

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

MLA Handbook (7th Edition):

Reed, Jessica Jewett. “Analyzing the role of science practices in general chemistry courses and assessments.” 2015. Web. 18 Aug 2019.

Vancouver:

Reed JJ. Analyzing the role of science practices in general chemistry courses and assessments. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Aug 18]. Available from: https://lib.dr.iastate.edu/etd/14531.

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

Council of Science Editors:

Reed JJ. Analyzing the role of science practices in general chemistry courses and assessments. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14531

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

41. Calixto, Vivian dos Santos. A disciplina de Monografia como espaço de produzir experiências sobre a docência mediadas pela escrita e no coletivo: potência na formação de professores-pesquisadores.

Degree: 2013, Universidade Federal do Rio Grande

Esta pesquisa apresenta algumas compreensões acerca da constituição de licenciandos formandos ao longo do processo de produção de pesquisa, na disciplina de Trabalho de Conclusão… (more)

Subjects/Keywords: Monografia; Pesquisa em Educação Química; Professor-Pesquisador; Final Paper; Research in Chemical Education; Teacher-Researcher

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APA (6th Edition):

Calixto, V. d. S. (2013). A disciplina de Monografia como espaço de produzir experiências sobre a docência mediadas pela escrita e no coletivo: potência na formação de professores-pesquisadores. (Masters Thesis). Universidade Federal do Rio Grande. Retrieved from http://repositorio.furg.br/handle/1/4821

Chicago Manual of Style (16th Edition):

Calixto, Vivian dos Santos. “A disciplina de Monografia como espaço de produzir experiências sobre a docência mediadas pela escrita e no coletivo: potência na formação de professores-pesquisadores.” 2013. Masters Thesis, Universidade Federal do Rio Grande. Accessed August 18, 2019. http://repositorio.furg.br/handle/1/4821.

MLA Handbook (7th Edition):

Calixto, Vivian dos Santos. “A disciplina de Monografia como espaço de produzir experiências sobre a docência mediadas pela escrita e no coletivo: potência na formação de professores-pesquisadores.” 2013. Web. 18 Aug 2019.

Vancouver:

Calixto VdS. A disciplina de Monografia como espaço de produzir experiências sobre a docência mediadas pela escrita e no coletivo: potência na formação de professores-pesquisadores. [Internet] [Masters thesis]. Universidade Federal do Rio Grande; 2013. [cited 2019 Aug 18]. Available from: http://repositorio.furg.br/handle/1/4821.

Council of Science Editors:

Calixto VdS. A disciplina de Monografia como espaço de produzir experiências sobre a docência mediadas pela escrita e no coletivo: potência na formação de professores-pesquisadores. [Masters Thesis]. Universidade Federal do Rio Grande; 2013. Available from: http://repositorio.furg.br/handle/1/4821


Louisiana State University

42. Ellis, Jennifer Tennille Pinder. Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program.

Degree: PhD, Education, 2009, Louisiana State University

 This study was designed to evaluate the effects of the proprietary science education software, “Conversionoes,” on students' conceptual and visual understanding of dimensional analysis. The… (more)

Subjects/Keywords: Conceptual Understanding; Technology-Mediated Learning; Visual Understanding; Chemical Education; Dimensional Analysis; Human Constructivisim

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APA (6th Edition):

Ellis, J. T. P. (2009). Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431

Chicago Manual of Style (16th Edition):

Ellis, Jennifer Tennille Pinder. “Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program.” 2009. Doctoral Dissertation, Louisiana State University. Accessed August 18, 2019. etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431.

MLA Handbook (7th Edition):

Ellis, Jennifer Tennille Pinder. “Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program.” 2009. Web. 18 Aug 2019.

Vancouver:

Ellis JTP. Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Aug 18]. Available from: etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431.

Council of Science Editors:

Ellis JTP. Assessing the development of high school chemistry students' conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-10092009-162534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/431


University of California – Irvine

43. Tay, Gidget C. The Silyl Enol Ether Prins Cyclization: Application to the Total Synthesis of Cyanolide A, Synthesis of Quinolizidine and Indolizidine Heterocycles Using Intramolecular 
Aza-Diels–Alder Reactions, and
 DanceChemistry: A Visual Teaching Aid.

Degree: Chemistry, 2015, University of California – Irvine

 A modular synthesis of the reportedly potent molluscicide, cyanolide A, was developed to provide facile access to a series of cyanolide A analogues. The synthesis… (more)

Subjects/Keywords: Organic chemistry; Chemical education; Diels Alder; Heterocycle methodology; Prins Cyclization; Total synthesis

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APA (6th Edition):

Tay, G. C. (2015). The Silyl Enol Ether Prins Cyclization: Application to the Total Synthesis of Cyanolide A, Synthesis of Quinolizidine and Indolizidine Heterocycles Using Intramolecular 
Aza-Diels–Alder Reactions, and
 DanceChemistry: A Visual Teaching Aid. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/78b3m6k1

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):

Tay, Gidget C. “The Silyl Enol Ether Prins Cyclization: Application to the Total Synthesis of Cyanolide A, Synthesis of Quinolizidine and Indolizidine Heterocycles Using Intramolecular 
Aza-Diels–Alder Reactions, and
 DanceChemistry: A Visual Teaching Aid.” 2015. Thesis, University of California – Irvine. Accessed August 18, 2019. http://www.escholarship.org/uc/item/78b3m6k1.

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

MLA Handbook (7th Edition):

Tay, Gidget C. “The Silyl Enol Ether Prins Cyclization: Application to the Total Synthesis of Cyanolide A, Synthesis of Quinolizidine and Indolizidine Heterocycles Using Intramolecular 
Aza-Diels–Alder Reactions, and
 DanceChemistry: A Visual Teaching Aid.” 2015. Web. 18 Aug 2019.

Vancouver:

Tay GC. The Silyl Enol Ether Prins Cyclization: Application to the Total Synthesis of Cyanolide A, Synthesis of Quinolizidine and Indolizidine Heterocycles Using Intramolecular 
Aza-Diels–Alder Reactions, and
 DanceChemistry: A Visual Teaching Aid. [Internet] [Thesis]. University of California – Irvine; 2015. [cited 2019 Aug 18]. Available from: http://www.escholarship.org/uc/item/78b3m6k1.

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

Council of Science Editors:

Tay GC. The Silyl Enol Ether Prins Cyclization: Application to the Total Synthesis of Cyanolide A, Synthesis of Quinolizidine and Indolizidine Heterocycles Using Intramolecular 
Aza-Diels–Alder Reactions, and
 DanceChemistry: A Visual Teaching Aid. [Thesis]. University of California – Irvine; 2015. Available from: http://www.escholarship.org/uc/item/78b3m6k1

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


University of California – Berkeley

44. Balliet, Ryan. Modeling Cold Start in a Polymer-Electrolyte Fuel Cell.

Degree: Chemical Engineering, 2010, University of California – Berkeley

 Polymer-electrolyte fuel cells (PEFCs) are electrochemical devices that create electricity by consuming hydrogen and oxygen, forming water and heat as byproducts. PEFCs have been proposed… (more)

Subjects/Keywords: Energy; Chemical engineering; Early childhood education; cold start; freeze; frost heave; fuel cell; start-up

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

APA (6th Edition):

Balliet, R. (2010). Modeling Cold Start in a Polymer-Electrolyte Fuel Cell. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/2q04c7n8

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):

Balliet, Ryan. “Modeling Cold Start in a Polymer-Electrolyte Fuel Cell.” 2010. Thesis, University of California – Berkeley. Accessed August 18, 2019. http://www.escholarship.org/uc/item/2q04c7n8.

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

MLA Handbook (7th Edition):

Balliet, Ryan. “Modeling Cold Start in a Polymer-Electrolyte Fuel Cell.” 2010. Web. 18 Aug 2019.

Vancouver:

Balliet R. Modeling Cold Start in a Polymer-Electrolyte Fuel Cell. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2019 Aug 18]. Available from: http://www.escholarship.org/uc/item/2q04c7n8.

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

Council of Science Editors:

Balliet R. Modeling Cold Start in a Polymer-Electrolyte Fuel Cell. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/2q04c7n8

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


SUNY College at Brockport

45. Davis, Megan. Chemical Dependency Counselors’ Perceived Countertransference and its Relationship to Personal Experience With Substance Use.

Degree: MS, Counselor Education, 2013, SUNY College at Brockport

  The current study explores the relationship between countertransference and the chemical dependency counselor’s experience with substance use disorders, through personal use, family member substance… (more)

Subjects/Keywords: countertransference; chemical dependency counselor; substance use; drug use; Counselor Education; Substance Abuse and Addiction

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APA (6th Edition):

Davis, M. (2013). Chemical Dependency Counselors’ Perceived Countertransference and its Relationship to Personal Experience With Substance Use. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/148

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):

Davis, Megan. “Chemical Dependency Counselors’ Perceived Countertransference and its Relationship to Personal Experience With Substance Use.” 2013. Thesis, SUNY College at Brockport. Accessed August 18, 2019. https://digitalcommons.brockport.edu/edc_theses/148.

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

MLA Handbook (7th Edition):

Davis, Megan. “Chemical Dependency Counselors’ Perceived Countertransference and its Relationship to Personal Experience With Substance Use.” 2013. Web. 18 Aug 2019.

Vancouver:

Davis M. Chemical Dependency Counselors’ Perceived Countertransference and its Relationship to Personal Experience With Substance Use. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Aug 18]. Available from: https://digitalcommons.brockport.edu/edc_theses/148.

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

Council of Science Editors:

Davis M. Chemical Dependency Counselors’ Perceived Countertransference and its Relationship to Personal Experience With Substance Use. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/edc_theses/148

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


Montana State University

46. Curran, Daniel Thomas. Tracing matter and energy in the high school chemistry classroom.

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

 The purpose of my project was to improve students' understanding of matter at an atomic and molecular level and better address how energy flows during… (more)

Subjects/Keywords: Chemistry.; High school students.; Chemical bonds.; Science Experiments.; Next Generation Science Standards (Education).

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APA (6th Edition):

Curran, D. T. (2018). Tracing matter and energy in the high school chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14774

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):

Curran, Daniel Thomas. “Tracing matter and energy in the high school chemistry classroom.” 2018. Thesis, Montana State University. Accessed August 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14774.

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

MLA Handbook (7th Edition):

Curran, Daniel Thomas. “Tracing matter and energy in the high school chemistry classroom.” 2018. Web. 18 Aug 2019.

Vancouver:

Curran DT. Tracing matter and energy in the high school chemistry classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Aug 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14774.

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

Council of Science Editors:

Curran DT. Tracing matter and energy in the high school chemistry classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14774

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


University of South Africa

47. Venter, Elana. Baseline survey on the use and management of hazardous chemical substances at a chemistry department in a selected higher education institution in Gauteng province.

Degree: 2015, University of South Africa

 Background: The aim of this study was to investigate the use and management of hazardous chemical substances (HCS) at a chemistry department in a selected… (more)

Subjects/Keywords: Hazardous chemical substances; Chemistry department; Laboratory; Hazard; Risk; Survey; Higher education institution

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APA (6th Edition):

Venter, E. (2015). Baseline survey on the use and management of hazardous chemical substances at a chemistry department in a selected higher education institution in Gauteng province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19848

Chicago Manual of Style (16th Edition):

Venter, Elana. “Baseline survey on the use and management of hazardous chemical substances at a chemistry department in a selected higher education institution in Gauteng province.” 2015. Masters Thesis, University of South Africa. Accessed August 18, 2019. http://hdl.handle.net/10500/19848.

MLA Handbook (7th Edition):

Venter, Elana. “Baseline survey on the use and management of hazardous chemical substances at a chemistry department in a selected higher education institution in Gauteng province.” 2015. Web. 18 Aug 2019.

Vancouver:

Venter E. Baseline survey on the use and management of hazardous chemical substances at a chemistry department in a selected higher education institution in Gauteng province. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10500/19848.

Council of Science Editors:

Venter E. Baseline survey on the use and management of hazardous chemical substances at a chemistry department in a selected higher education institution in Gauteng province. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19848


University of Delaware

48. Ndiforamang, Nathan Moma. Reconstructing high school chemical reaction lessons to motivate and support conceptual learning .

Degree: 2017, University of Delaware

 The primary focus of this education leadership portfolio is to reconstruct lessons on chemical reaction concepts for teachers to use and reach all learners of… (more)

Subjects/Keywords: Pure sciences; Education; Chemical reactions; Interactive activity; Lesson plans; Motivate students; Reconstructing; Support conceptual learning

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APA (6th Edition):

Ndiforamang, N. M. (2017). Reconstructing high school chemical reaction lessons to motivate and support conceptual learning . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23349

Chicago Manual of Style (16th Edition):

Ndiforamang, Nathan Moma. “Reconstructing high school chemical reaction lessons to motivate and support conceptual learning .” 2017. Doctoral Dissertation, University of Delaware. Accessed August 18, 2019. http://udspace.udel.edu/handle/19716/23349.

MLA Handbook (7th Edition):

Ndiforamang, Nathan Moma. “Reconstructing high school chemical reaction lessons to motivate and support conceptual learning .” 2017. Web. 18 Aug 2019.

Vancouver:

Ndiforamang NM. Reconstructing high school chemical reaction lessons to motivate and support conceptual learning . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Aug 18]. Available from: http://udspace.udel.edu/handle/19716/23349.

Council of Science Editors:

Ndiforamang NM. Reconstructing high school chemical reaction lessons to motivate and support conceptual learning . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/23349

49. Neiles, Kelly Yeo. An Investigation of the Effects of Reader Characterisics on Reading Comprehension of a General Chemistry Text.

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

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

There is great concern in the scientific community that students in the United States, when… (more)

Subjects/Keywords: Educational psychology; Chemistry; Chemical Education; Chemistry Text; Cognitive Psychology; Eyetracking; Reading Comprehension; Schema

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

APA (6th Edition):

Neiles, K. Y. (2012). An Investigation of the Effects of Reader Characterisics on Reading Comprehension of a General Chemistry Text. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/10267

Chicago Manual of Style (16th Edition):

Neiles, Kelly Yeo. “An Investigation of the Effects of Reader Characterisics on Reading Comprehension of a General Chemistry Text.” 2012. Doctoral Dissertation, The Catholic University of America. Accessed August 18, 2019. http://hdl.handle.net/1961/10267.

MLA Handbook (7th Edition):

Neiles, Kelly Yeo. “An Investigation of the Effects of Reader Characterisics on Reading Comprehension of a General Chemistry Text.” 2012. Web. 18 Aug 2019.

Vancouver:

Neiles KY. An Investigation of the Effects of Reader Characterisics on Reading Comprehension of a General Chemistry Text. [Internet] [Doctoral dissertation]. The Catholic University of America; 2012. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1961/10267.

Council of Science Editors:

Neiles KY. An Investigation of the Effects of Reader Characterisics on Reading Comprehension of a General Chemistry Text. [Doctoral Dissertation]. The Catholic University of America; 2012. Available from: http://hdl.handle.net/1961/10267


University of Michigan

50. Zurcher, Danielle M. Modifying Gelators for Sensing Applications and Developing Online Resources for Organic Courses.

Degree: PhD, Chemistry, 2016, University of Michigan

 Part 1 of this thesis focuses on utilizing low molecular weight gels in sensing applications. Because low molecular weight gels are stimuli-responsive, they are ideal… (more)

Subjects/Keywords: Low molecular weight gels; Online homework; Chemical education; Supramolecular chemistry; Chemistry; Science (General); Science

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APA (6th Edition):

Zurcher, D. M. (2016). Modifying Gelators for Sensing Applications and Developing Online Resources for Organic Courses. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/120904

Chicago Manual of Style (16th Edition):

Zurcher, Danielle M. “Modifying Gelators for Sensing Applications and Developing Online Resources for Organic Courses.” 2016. Doctoral Dissertation, University of Michigan. Accessed August 18, 2019. http://hdl.handle.net/2027.42/120904.

MLA Handbook (7th Edition):

Zurcher, Danielle M. “Modifying Gelators for Sensing Applications and Developing Online Resources for Organic Courses.” 2016. Web. 18 Aug 2019.

Vancouver:

Zurcher DM. Modifying Gelators for Sensing Applications and Developing Online Resources for Organic Courses. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2027.42/120904.

Council of Science Editors:

Zurcher DM. Modifying Gelators for Sensing Applications and Developing Online Resources for Organic Courses. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/120904

51. Elias, Perceli Gomes. Indícios do conhecimento pedagógico do conteúdo de licenciandos em química durante o estágio supervisionado.

Degree: Mestrado, Ensino de Química, 2011, University of São Paulo

O conhecimento pedagógico do conteúdo (PCK, do inglês Pedagogical Content Knowledge) é o conhecimento usado pelos professores no processo de ensino (Kind, 2009). Trata-se de… (more)

Subjects/Keywords: Chemical education; Conhecimento pedagógico do conteúdo; Ensino de Química; Formação de professores; Pedagogical content knowledge; Teacher education

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APA (6th Edition):

Elias, P. G. (2011). Indícios do conhecimento pedagógico do conteúdo de licenciandos em química durante o estágio supervisionado. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81132/tde-31052012-102511/ ;

Chicago Manual of Style (16th Edition):

Elias, Perceli Gomes. “Indícios do conhecimento pedagógico do conteúdo de licenciandos em química durante o estágio supervisionado.” 2011. Masters Thesis, University of São Paulo. Accessed August 18, 2019. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-31052012-102511/ ;.

MLA Handbook (7th Edition):

Elias, Perceli Gomes. “Indícios do conhecimento pedagógico do conteúdo de licenciandos em química durante o estágio supervisionado.” 2011. Web. 18 Aug 2019.

Vancouver:

Elias PG. Indícios do conhecimento pedagógico do conteúdo de licenciandos em química durante o estágio supervisionado. [Internet] [Masters thesis]. University of São Paulo; 2011. [cited 2019 Aug 18]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-31052012-102511/ ;.

Council of Science Editors:

Elias PG. Indícios do conhecimento pedagógico do conteúdo de licenciandos em química durante o estágio supervisionado. [Masters Thesis]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-31052012-102511/ ;


Universidade de Brasília

52. Renata Cardoso de Sá Ribeiro Razuck. O ensino médio e a possibilidade de articulação da escola com o trabalho.

Degree: 2006, Universidade de Brasília

This work aims at investigating and proposing strategies to improve the comprehension of Chemistry scientific concepts by high school students. One of these strategies consists… (more)

Subjects/Keywords: educação química; educação politécnica; QUIMICA; polytechnic education; chemical education; high school chemistry; química no ensino médio

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APA (6th Edition):

Razuck, R. C. d. S. R. (2006). O ensino médio e a possibilidade de articulação da escola com o trabalho. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=850

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):

Razuck, Renata Cardoso de Sá Ribeiro. “O ensino médio e a possibilidade de articulação da escola com o trabalho.” 2006. Thesis, Universidade de Brasília. Accessed August 18, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=850.

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

MLA Handbook (7th Edition):

Razuck, Renata Cardoso de Sá Ribeiro. “O ensino médio e a possibilidade de articulação da escola com o trabalho.” 2006. Web. 18 Aug 2019.

Vancouver:

Razuck RCdSR. O ensino médio e a possibilidade de articulação da escola com o trabalho. [Internet] [Thesis]. Universidade de Brasília; 2006. [cited 2019 Aug 18]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=850.

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

Council of Science Editors:

Razuck RCdSR. O ensino médio e a possibilidade de articulação da escola com o trabalho. [Thesis]. Universidade de Brasília; 2006. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=850

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


University of Cambridge

53. Dorion, Kirk. An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students.

Degree: PhD, 2011, University of Cambridge

 A growing body of evidence suggests that some Science teachers use drama-based strategies in order to promote understanding of abstract scientific concepts. These strategies employ… (more)

Subjects/Keywords: 507.1; Role play; Chemical education; Science education; Multimodality; Gesture; Science through drama; Analogy; Anthropomorphism; Multisensory learning; Particle theory

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APA (6th Edition):

Dorion, K. (2011). An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/241737 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547928

Chicago Manual of Style (16th Edition):

Dorion, Kirk. “An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students.” 2011. Doctoral Dissertation, University of Cambridge. Accessed August 18, 2019. https://www.repository.cam.ac.uk/handle/1810/241737 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547928.

MLA Handbook (7th Edition):

Dorion, Kirk. “An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students.” 2011. Web. 18 Aug 2019.

Vancouver:

Dorion K. An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students. [Internet] [Doctoral dissertation]. University of Cambridge; 2011. [cited 2019 Aug 18]. Available from: https://www.repository.cam.ac.uk/handle/1810/241737 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547928.

Council of Science Editors:

Dorion K. An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students. [Doctoral Dissertation]. University of Cambridge; 2011. Available from: https://www.repository.cam.ac.uk/handle/1810/241737 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547928


University of Cambridge

54. Dorion, Kirk (Calvin). An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students .

Degree: 2011, University of Cambridge

 A growing body of evidence suggests that some Science teachers use drama-based strategies in order to promote understanding of abstract scientific concepts. These strategies employ… (more)

Subjects/Keywords: Role play; Chemical education; Science education; Multimodality; Gesture; Science through drama; Analogy; Anthropomorphism; Multisensory learning; Particle theory

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APA (6th Edition):

Dorion, K. (. (2011). An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students . (Thesis). University of Cambridge. Retrieved from http://www.dspace.cam.ac.uk/handle/1810/241737

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):

Dorion, Kirk (Calvin). “An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students .” 2011. Thesis, University of Cambridge. Accessed August 18, 2019. http://www.dspace.cam.ac.uk/handle/1810/241737.

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

MLA Handbook (7th Edition):

Dorion, Kirk (Calvin). “An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students .” 2011. Web. 18 Aug 2019.

Vancouver:

Dorion K(. An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students . [Internet] [Thesis]. University of Cambridge; 2011. [cited 2019 Aug 18]. Available from: http://www.dspace.cam.ac.uk/handle/1810/241737.

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

Council of Science Editors:

Dorion K(. An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students . [Thesis]. University of Cambridge; 2011. Available from: http://www.dspace.cam.ac.uk/handle/1810/241737

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


University of Louisville

55. Anderson, Lisa A. Addition of exothermic reaction scale-up lab to unit operations curriculum.

Degree: M. Eng., 2018, University of Louisville

  According to the Chemical Safety Board’s 2002 report entitled "Improving Reactive Hazard Management,” the CSB identified 167 serious accidents involving uncontrolled chemical reactions in… (more)

Subjects/Keywords: engineering education; runaway reaction; unit ops lab; active learning techniques; Catalysis and Reaction Engineering; Chemical Engineering; Engineering Education

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APA (6th Edition):

Anderson, L. A. (2018). Addition of exothermic reaction scale-up lab to unit operations curriculum. (Masters Thesis). University of Louisville. Retrieved from 10.18297/etd/2884 ; https://ir.library.louisville.edu/etd/2884

Chicago Manual of Style (16th Edition):

Anderson, Lisa A. “Addition of exothermic reaction scale-up lab to unit operations curriculum.” 2018. Masters Thesis, University of Louisville. Accessed August 18, 2019. 10.18297/etd/2884 ; https://ir.library.louisville.edu/etd/2884.

MLA Handbook (7th Edition):

Anderson, Lisa A. “Addition of exothermic reaction scale-up lab to unit operations curriculum.” 2018. Web. 18 Aug 2019.

Vancouver:

Anderson LA. Addition of exothermic reaction scale-up lab to unit operations curriculum. [Internet] [Masters thesis]. University of Louisville; 2018. [cited 2019 Aug 18]. Available from: 10.18297/etd/2884 ; https://ir.library.louisville.edu/etd/2884.

Council of Science Editors:

Anderson LA. Addition of exothermic reaction scale-up lab to unit operations curriculum. [Masters Thesis]. University of Louisville; 2018. Available from: 10.18297/etd/2884 ; https://ir.library.louisville.edu/etd/2884

56. Canzian, Renato. Análise do princípio de Le Chatelier em livros didáticos de química.

Degree: Mestrado, Ensino de Química, 2011, University of São Paulo

Este trabalho apresenta uma reflexão sobre o papel do princípio de Le Chatelier desde a sua criação e algumas implicações no ensino de química. Foram… (more)

Subjects/Keywords: chemical equilibrium; equilíbrio químico; Le Chatelier"s Principle; livro didático; multiple representations in chemical education; Princípio de Le Chatelier; representações múltiplas no ensino de química; textbook

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

APA (6th Edition):

Canzian, R. (2011). Análise do princípio de Le Chatelier em livros didáticos de química. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81132/tde-01112011-114535/ ;

Chicago Manual of Style (16th Edition):

Canzian, Renato. “Análise do princípio de Le Chatelier em livros didáticos de química.” 2011. Masters Thesis, University of São Paulo. Accessed August 18, 2019. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-01112011-114535/ ;.

MLA Handbook (7th Edition):

Canzian, Renato. “Análise do princípio de Le Chatelier em livros didáticos de química.” 2011. Web. 18 Aug 2019.

Vancouver:

Canzian R. Análise do princípio de Le Chatelier em livros didáticos de química. [Internet] [Masters thesis]. University of São Paulo; 2011. [cited 2019 Aug 18]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-01112011-114535/ ;.

Council of Science Editors:

Canzian R. Análise do princípio de Le Chatelier em livros didáticos de química. [Masters Thesis]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-01112011-114535/ ;

57. Lacolla, Liliana H. La representación social que los estudiantes poseen acerca de las reacciones químicas y su incidencia en la construcción del concepto de cambio químico.

Degree: Departamento de Didácticas Específicas, 2012, Universidad de Burgos

 En la presente tesis se acepta que la construcción del concepto estructurante cambio químico se ve atravesado por la interpretación que a nivel social se… (more)

Subjects/Keywords: Representaciones sociales; Reacciones químicas; cambio químico; niveles de representación; Social representations; chemical reactions; chemical change; levels of representation; Enseñanza secundaria; Education, Secondary; 610402; 580502

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APA (6th Edition):

Lacolla, L. H. (2012). La representación social que los estudiantes poseen acerca de las reacciones químicas y su incidencia en la construcción del concepto de cambio químico. (Thesis). Universidad de Burgos. Retrieved from http://hdl.handle.net/10259/193

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):

Lacolla, Liliana H. “La representación social que los estudiantes poseen acerca de las reacciones químicas y su incidencia en la construcción del concepto de cambio químico.” 2012. Thesis, Universidad de Burgos. Accessed August 18, 2019. http://hdl.handle.net/10259/193.

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

MLA Handbook (7th Edition):

Lacolla, Liliana H. “La representación social que los estudiantes poseen acerca de las reacciones químicas y su incidencia en la construcción del concepto de cambio químico.” 2012. Web. 18 Aug 2019.

Vancouver:

Lacolla LH. La representación social que los estudiantes poseen acerca de las reacciones químicas y su incidencia en la construcción del concepto de cambio químico. [Internet] [Thesis]. Universidad de Burgos; 2012. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10259/193.

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

Council of Science Editors:

Lacolla LH. La representación social que los estudiantes poseen acerca de las reacciones químicas y su incidencia en la construcción del concepto de cambio químico. [Thesis]. Universidad de Burgos; 2012. Available from: http://hdl.handle.net/10259/193

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

58. Chimeno, Joseph S. A Comparative Study of the CHEM Study Method Versus the CBA Method.

Degree: 1971, North Texas State University

 The purpose of the study was to conduct documented research on two of the recently designed teaching methods of high school chemistry, the Chemical Education(more)

Subjects/Keywords: Chemical Education Material Study (CHEM Study); Chemical Bond Approach (CBA); high school chemistry

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

APA (6th Edition):

Chimeno, J. S. (1971). A Comparative Study of the CHEM Study Method Versus the CBA Method. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc131463/

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):

Chimeno, Joseph S. “A Comparative Study of the CHEM Study Method Versus the CBA Method.” 1971. Thesis, North Texas State University. Accessed August 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc131463/.

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

MLA Handbook (7th Edition):

Chimeno, Joseph S. “A Comparative Study of the CHEM Study Method Versus the CBA Method.” 1971. Web. 18 Aug 2019.

Vancouver:

Chimeno JS. A Comparative Study of the CHEM Study Method Versus the CBA Method. [Internet] [Thesis]. North Texas State University; 1971. [cited 2019 Aug 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc131463/.

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

Council of Science Editors:

Chimeno JS. A Comparative Study of the CHEM Study Method Versus the CBA Method. [Thesis]. North Texas State University; 1971. Available from: https://digital.library.unt.edu/ark:/67531/metadc131463/

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


East Tennessee State University

59. Johnson, Sarah R. Facilitating Conceptual Learning in Quantitative Chemistry.

Degree: MS, Chemistry, 2016, East Tennessee State University

  Traditional chemistry laboratory courses have a manual consisting of “step-by-step” experiments; instructions are given to complete experiments, requiring minimal information/concepts processing to be successful.… (more)

Subjects/Keywords: Chemical Education; Quantitative Analysis Laboratory; Laboratory Manual; Inquiry-based Learning; Problem-based Learning; Team Learning; Analytical Chemistry; Higher Education; Other Chemistry; Science and Mathematics Education

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

APA (6th Edition):

Johnson, S. R. (2016). Facilitating Conceptual Learning in Quantitative Chemistry. (Masters Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2617

Chicago Manual of Style (16th Edition):

Johnson, Sarah R. “Facilitating Conceptual Learning in Quantitative Chemistry.” 2016. Masters Thesis, East Tennessee State University. Accessed August 18, 2019. https://dc.etsu.edu/etd/2617.

MLA Handbook (7th Edition):

Johnson, Sarah R. “Facilitating Conceptual Learning in Quantitative Chemistry.” 2016. Web. 18 Aug 2019.

Vancouver:

Johnson SR. Facilitating Conceptual Learning in Quantitative Chemistry. [Internet] [Masters thesis]. East Tennessee State University; 2016. [cited 2019 Aug 18]. Available from: https://dc.etsu.edu/etd/2617.

Council of Science Editors:

Johnson SR. Facilitating Conceptual Learning in Quantitative Chemistry. [Masters Thesis]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/2617

60. Villalta-Cerdas, Adrian. Development and Assessment of Self-explaining Skills in College Chemistry Instruction.

Degree: 2014, University of South Florida

 The prevalent trend in chemistry instruction relies on what has been described as the classroom game. In this model, students take a passive role and… (more)

Subjects/Keywords: Chemical Education; Higher Education; Science Education; Self-explaining Effect; Chemistry

chemical education (Villalta-Cerdas & Sandi-Urena, 2013): Only two articles have… …pertaining to chemical education. 9 Research Questions This work focused on the following… …17 Figure 4: Authors network of self-explaining research in STEM education at college level… …can self-explain chemical phenomena and apply the underlying chemistry concepts in the… …Advancement of Science, 1993; DeBoer, 2000; Hodson, 2008). Science education is tasked to… 

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

APA (6th Edition):

Villalta-Cerdas, A. (2014). Development and Assessment of Self-explaining Skills in College Chemistry Instruction. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5323

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):

Villalta-Cerdas, Adrian. “Development and Assessment of Self-explaining Skills in College Chemistry Instruction.” 2014. Thesis, University of South Florida. Accessed August 18, 2019. https://scholarcommons.usf.edu/etd/5323.

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

MLA Handbook (7th Edition):

Villalta-Cerdas, Adrian. “Development and Assessment of Self-explaining Skills in College Chemistry Instruction.” 2014. Web. 18 Aug 2019.

Vancouver:

Villalta-Cerdas A. Development and Assessment of Self-explaining Skills in College Chemistry Instruction. [Internet] [Thesis]. University of South Florida; 2014. [cited 2019 Aug 18]. Available from: https://scholarcommons.usf.edu/etd/5323.

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

Council of Science Editors:

Villalta-Cerdas A. Development and Assessment of Self-explaining Skills in College Chemistry Instruction. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5323

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

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