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You searched for subject:(Inquiry based teaching AND learning). Showing records 1 – 30 of 5692 total matches.

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Universiteit Utrecht

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

Degree: 2014, Universiteit Utrecht

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed March 26, 2019. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 26 Mar 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Mar 26]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Honzel, Brandon. “The effects of an inquiry-based data-to-concept curriculum.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1497.

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

MLA Handbook (7th Edition):

Honzel, Brandon. “The effects of an inquiry-based data-to-concept curriculum.” 2012. Web. 26 Mar 2019.

Vancouver:

Honzel B. The effects of an inquiry-based data-to-concept curriculum. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1497.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Cornelius, Matthew. “The 5E learning cycle and students understanding of the nature of science.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1112.

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

MLA Handbook (7th Edition):

Cornelius, Matthew. “The 5E learning cycle and students understanding of the nature of science.” 2012. Web. 26 Mar 2019.

Vancouver:

Cornelius M. The 5E learning cycle and students understanding of the nature of science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1112.

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

Council of Science Editors:

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

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


Montana State University

4. Anderson, Jessica K. Effects of questioning strategies on students' inquiry skills during a physics research project.

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Anderson, Jessica K. “Effects of questioning strategies on students' inquiry skills during a physics research project.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/830.

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

MLA Handbook (7th Edition):

Anderson, Jessica K. “Effects of questioning strategies on students' inquiry skills during a physics research project.” 2012. Web. 26 Mar 2019.

Vancouver:

Anderson JK. Effects of questioning strategies on students' inquiry skills during a physics research project. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/830.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2016, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

MLA Handbook (7th Edition):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Web. 26 Mar 2019.

Vancouver:

Bidwell TA. The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

Council of Science Editors:

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

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


University of Missouri – Columbia

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

Degree: 2010, University of Missouri – Columbia

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Thesis, University of Missouri – Columbia. Accessed March 26, 2019. http://hdl.handle.net/10355/8299.

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

MLA Handbook (7th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Web. 26 Mar 2019.

Vancouver:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10355/8299.

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

Council of Science Editors:

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

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


Bowling Green State University

7. Theis, Jennifer Lee. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, Bowling Green State University

 The purpose of this study was to examine the relationship of technology use and facilitation of inquiry-based teaching across the curriculum through the implementation of… (more)

Subjects/Keywords: Elementary Education; Education; Educational Technology; Technology; Teaching; Education; One-to-One; Technology; Inquiry-Based Learning; Inquiry-Based Teaching

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APA (6th Edition):

Theis, J. L. (2016). Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561

Chicago Manual of Style (16th Edition):

Theis, Jennifer Lee. “Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.” 2016. Doctoral Dissertation, Bowling Green State University. Accessed March 26, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561.

MLA Handbook (7th Edition):

Theis, Jennifer Lee. “Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots.” 2016. Web. 26 Mar 2019.

Vancouver:

Theis JL. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. [Internet] [Doctoral dissertation]. Bowling Green State University; 2016. [cited 2019 Mar 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561.

Council of Science Editors:

Theis JL. Technology predictors of inquiry-based teaching: an examination of two k-12 1:1 pilots. [Doctoral Dissertation]. Bowling Green State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056561

8. Bittinger, David J. The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory.

Degree: 2015, SUNY College at Fredonia

 The purpose of this study was to examine the effectiveness of an inquiry style laboratory on attitude, achievement and motivation in a high school physics… (more)

Subjects/Keywords: Inquiry-based learning.; Science  – Study and teaching (Secondary).; Students  – Attitudes.

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APA (6th Edition):

Bittinger, D. J. (2015). The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/66600

Chicago Manual of Style (16th Edition):

Bittinger, David J. “The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed March 26, 2019. http://hdl.handle.net/1951/66600.

MLA Handbook (7th Edition):

Bittinger, David J. “The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. ” 2015. Web. 26 Mar 2019.

Vancouver:

Bittinger DJ. The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/1951/66600.

Council of Science Editors:

Bittinger DJ. The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/66600


University of Hong Kong

9. 区敏华; Ou, Minhua, Omega. Promoting inquiry based learning in support of WISE in China.

Degree: MEd, 2017, University of Hong Kong

Recent efforts in science education in China focused on introducing inquiry learning into courses to improve students’ understanding of science content and cultivate their creative… (more)

Subjects/Keywords: China - Inquiry-based learning; China - Study and teaching (Secondary) - Science

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APA (6th Edition):

区敏华; Ou, Minhua, O. (2017). Promoting inquiry based learning in support of WISE in China. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252452

Chicago Manual of Style (16th Edition):

区敏华; Ou, Minhua, Omega. “Promoting inquiry based learning in support of WISE in China.” 2017. Masters Thesis, University of Hong Kong. Accessed March 26, 2019. http://hdl.handle.net/10722/252452.

MLA Handbook (7th Edition):

区敏华; Ou, Minhua, Omega. “Promoting inquiry based learning in support of WISE in China.” 2017. Web. 26 Mar 2019.

Vancouver:

区敏华; Ou, Minhua O. Promoting inquiry based learning in support of WISE in China. [Internet] [Masters thesis]. University of Hong Kong; 2017. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10722/252452.

Council of Science Editors:

区敏华; Ou, Minhua O. Promoting inquiry based learning in support of WISE in China. [Masters Thesis]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/252452


Montana State University

10. Asbury, Donald James. Integrating science and technology.

Degree: Graduate School, 2012, Montana State University

 Science plays an important role in students' education, even when time is limited by restrictions from other subject areas such as reading and mathematics. In… (more)

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

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APA (6th Edition):

Asbury, D. J. (2012). Integrating science and technology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/850

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):

Asbury, Donald James. “Integrating science and technology.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/850.

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

MLA Handbook (7th Edition):

Asbury, Donald James. “Integrating science and technology.” 2012. Web. 26 Mar 2019.

Vancouver:

Asbury DJ. Integrating science and technology. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/850.

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

Council of Science Editors:

Asbury DJ. Integrating science and technology. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/850

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


Montana State University

11. Grant, Heather Marie. The student experience in traditional and inquiry-based chemistry labs.

Degree: Graduate School, 2011, Montana State University

 This project introduced two inquiry-based labs to an existing sequence of traditional labs in a sophomore chemistry class. The student experience in both types of… (more)

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

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APA (6th Edition):

Grant, H. M. (2011). The student experience in traditional and inquiry-based chemistry labs. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1378

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):

Grant, Heather Marie. “The student experience in traditional and inquiry-based chemistry labs.” 2011. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1378.

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

MLA Handbook (7th Edition):

Grant, Heather Marie. “The student experience in traditional and inquiry-based chemistry labs.” 2011. Web. 26 Mar 2019.

Vancouver:

Grant HM. The student experience in traditional and inquiry-based chemistry labs. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1378.

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

Council of Science Editors:

Grant HM. The student experience in traditional and inquiry-based chemistry labs. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1378

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


Montana State University

12. Townsend, Lizabeth Ann. The effects of laboratory-based activities on student attitudes toward science.

Degree: Graduate School, 2012, Montana State University

 The purpose of this action research was to study the effects of laboratory-based activities on student attitudes toward science. For the purpose of this study,… (more)

Subjects/Keywords: Science Study and teaching.; Laboratories.; Inquiry-based learning.; Education, Primary.

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APA (6th Edition):

Townsend, L. A. (2012). The effects of laboratory-based activities on student attitudes toward science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2435

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):

Townsend, Lizabeth Ann. “The effects of laboratory-based activities on student attitudes toward science.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2435.

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

MLA Handbook (7th Edition):

Townsend, Lizabeth Ann. “The effects of laboratory-based activities on student attitudes toward science.” 2012. Web. 26 Mar 2019.

Vancouver:

Townsend LA. The effects of laboratory-based activities on student attitudes toward science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2435.

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

Council of Science Editors:

Townsend LA. The effects of laboratory-based activities on student attitudes toward science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2435

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


Montana State University

13. Devore, Kimberly A. The impact of science notebooks on science concept understanding in the lower elementary classroom.

Degree: Graduate School, 2012, Montana State University

 In this study, the use of science notebooks was implemented with 2nd grade students to determine their impact on student science concept understanding. It was… (more)

Subjects/Keywords: Science Study and teaching.; School notebooks.; Inquiry-based learning.; Education, Primary.

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APA (6th Edition):

Devore, K. A. (2012). The impact of science notebooks on science concept understanding in the lower elementary classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1172

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):

Devore, Kimberly A. “The impact of science notebooks on science concept understanding in the lower elementary classroom.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1172.

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

MLA Handbook (7th Edition):

Devore, Kimberly A. “The impact of science notebooks on science concept understanding in the lower elementary classroom.” 2012. Web. 26 Mar 2019.

Vancouver:

Devore KA. The impact of science notebooks on science concept understanding in the lower elementary classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1172.

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

Council of Science Editors:

Devore KA. The impact of science notebooks on science concept understanding in the lower elementary classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1172

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


Montana State University

14. Bohach, Adam W. The social outcomes of whole class inquiry on students in a high school biology classroom.

Degree: Graduate School, 2012, Montana State University

 The purpose of this study was to better understand the impact that an inquiry-based instructional model, called whole class inquiry (WCI), had on students in… (more)

Subjects/Keywords: Science Study and teaching.; Biology.; Inquiry-based learning.; High school students.

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APA (6th Edition):

Bohach, A. W. (2012). The social outcomes of whole class inquiry on students in a high school biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/941

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):

Bohach, Adam W. “The social outcomes of whole class inquiry on students in a high school biology classroom.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/941.

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

MLA Handbook (7th Edition):

Bohach, Adam W. “The social outcomes of whole class inquiry on students in a high school biology classroom.” 2012. Web. 26 Mar 2019.

Vancouver:

Bohach AW. The social outcomes of whole class inquiry on students in a high school biology classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/941.

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

Council of Science Editors:

Bohach AW. The social outcomes of whole class inquiry on students in a high school biology classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/941

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


Montana State University

15. Strom, Reba. K. Using guided inquiry to improve process skills and content knowledge in primary science.

Degree: Graduate School, 2012, Montana State University

 This action research project was developed to describe and identify how student process skill development can increase the content knowledge of second grade students in… (more)

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

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

APA (6th Edition):

Strom, R. K. (2012). Using guided inquiry to improve process skills and content knowledge in primary science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2364

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):

Strom, Reba K. “Using guided inquiry to improve process skills and content knowledge in primary science.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2364.

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

MLA Handbook (7th Edition):

Strom, Reba K. “Using guided inquiry to improve process skills and content knowledge in primary science.” 2012. Web. 26 Mar 2019.

Vancouver:

Strom RK. Using guided inquiry to improve process skills and content knowledge in primary science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2364.

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

Council of Science Editors:

Strom RK. Using guided inquiry to improve process skills and content knowledge in primary science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2364

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


Montana State University

16. Moyer, Robert A. Evaluating different levels of inquiry in the science classroom.

Degree: Graduate School, 2012, Montana State University

 Over the course of two weeks, five lessons were conducted; each lesson was designed with a different level of inquiry. The levels of inquiry ranged… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.; Ability grouping in education.

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APA (6th Edition):

Moyer, R. A. (2012). Evaluating different levels of inquiry in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1909

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):

Moyer, Robert A. “Evaluating different levels of inquiry in the science classroom.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1909.

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

MLA Handbook (7th Edition):

Moyer, Robert A. “Evaluating different levels of inquiry in the science classroom.” 2012. Web. 26 Mar 2019.

Vancouver:

Moyer RA. Evaluating different levels of inquiry in the science classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1909.

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

Council of Science Editors:

Moyer RA. Evaluating different levels of inquiry in the science classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1909

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


Montana State University

17. Egan, Lori Ann. The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom.

Degree: Graduate School, 2013, Montana State University

 Students often come to a high school science classes without the skills they need to be successful in an inquiry based science class. These skills… (more)

Subjects/Keywords: Science Study and teaching.; Heuristic.; Inquiry-based learning.; High school students.

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APA (6th Edition):

Egan, L. A. (2013). The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2779

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):

Egan, Lori Ann. “The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom.” 2013. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2779.

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

MLA Handbook (7th Edition):

Egan, Lori Ann. “The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom.” 2013. Web. 26 Mar 2019.

Vancouver:

Egan LA. The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2779.

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

Council of Science Editors:

Egan LA. The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2779

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


Montana State University

18. Staggs, Brian. Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom.

Degree: Graduate School, 2015, Montana State University

Teaching science through inquiry is a goal of science education. The definition of inquiry is quite varied, and its implementation is hindered by a number… (more)

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

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APA (6th Edition):

Staggs, B. (2015). Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9291

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):

Staggs, Brian. “Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom.” 2015. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9291.

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

MLA Handbook (7th Edition):

Staggs, Brian. “Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom.” 2015. Web. 26 Mar 2019.

Vancouver:

Staggs B. Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9291.

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

Council of Science Editors:

Staggs B. Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9291

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


Massey University

19. Leach, Generosa. Student perspectives and roles in an inquiry mathematics classroom.

Degree: MEd, 2013, Massey University

 This study examines the perspectives and roles of students aged 9-10 years old learning mathematics in an inquiry classroom. It builds on previous work which… (more)

Subjects/Keywords: Inquiry-based learning; Mathematics study and teaching; Primary

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APA (6th Edition):

Leach, G. (2013). Student perspectives and roles in an inquiry mathematics classroom. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5125

Chicago Manual of Style (16th Edition):

Leach, Generosa. “Student perspectives and roles in an inquiry mathematics classroom.” 2013. Masters Thesis, Massey University. Accessed March 26, 2019. http://hdl.handle.net/10179/5125.

MLA Handbook (7th Edition):

Leach, Generosa. “Student perspectives and roles in an inquiry mathematics classroom.” 2013. Web. 26 Mar 2019.

Vancouver:

Leach G. Student perspectives and roles in an inquiry mathematics classroom. [Internet] [Masters thesis]. Massey University; 2013. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10179/5125.

Council of Science Editors:

Leach G. Student perspectives and roles in an inquiry mathematics classroom. [Masters Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5125


University of Toronto

20. Kim, Genie. Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action.

Degree: PhD, 2017, University of Toronto

 Currently, Inquiry-Based Learning (IBL) has become the central focus and method of delivery to support mathematics learning, especially within elementary schools in Ontario. Through undertaking… (more)

Subjects/Keywords: elementary teacher; Inquiry-based learning; mathematics; pedagogy; teaching; 0280

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

APA (6th Edition):

Kim, G. (2017). Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79016

Chicago Manual of Style (16th Edition):

Kim, Genie. “Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action.” 2017. Doctoral Dissertation, University of Toronto. Accessed March 26, 2019. http://hdl.handle.net/1807/79016.

MLA Handbook (7th Edition):

Kim, Genie. “Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action.” 2017. Web. 26 Mar 2019.

Vancouver:

Kim G. Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/1807/79016.

Council of Science Editors:

Kim G. Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79016


Montana State University

21. Striclyn, Joyce Ann. What effect will using inquiry methods of teaching science have on sixth grade students?.

Degree: Graduate School, 2011, Montana State University

 How should science be taught? Is it enough to be familiar with vocabulary words and to learn concepts others have figured out? Or should the… (more)

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

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APA (6th Edition):

Striclyn, J. A. (2011). What effect will using inquiry methods of teaching science have on sixth grade students?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2362

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):

Striclyn, Joyce Ann. “What effect will using inquiry methods of teaching science have on sixth grade students?.” 2011. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2362.

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

MLA Handbook (7th Edition):

Striclyn, Joyce Ann. “What effect will using inquiry methods of teaching science have on sixth grade students?.” 2011. Web. 26 Mar 2019.

Vancouver:

Striclyn JA. What effect will using inquiry methods of teaching science have on sixth grade students?. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2362.

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

Council of Science Editors:

Striclyn JA. What effect will using inquiry methods of teaching science have on sixth grade students?. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2362

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


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Thesis, University of Houston. Accessed March 26, 2019. http://hdl.handle.net/10657/451.

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

MLA Handbook (7th Edition):

Segura, Perri 1967-. “Using Inquiry to Teach and Learn Science: A Narrative Inquiry.” 2011. Web. 26 Mar 2019.

Vancouver:

Segura P1. Using Inquiry to Teach and Learn Science: A Narrative Inquiry. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10657/451.

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

Council of Science Editors:

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

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


University of North Texas

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

Degree: 2009, University of North Texas

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Williams-Rossi, Dara. “The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.” 2009. Thesis, University of North Texas. Accessed March 26, 2019. https://digital.library.unt.edu/ark:/67531/metadc9911/.

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

MLA Handbook (7th Edition):

Williams-Rossi, Dara. “The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.” 2009. Web. 26 Mar 2019.

Vancouver:

Williams-Rossi D. The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Mar 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9911/.

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

Council of Science Editors:

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

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


NSYSU

24. Yang, Kuay-keng. Investigating the efficiency of self-organized Professional Learning Community on teachersâ inquiry-based science teaching.

Degree: PhD, Education, 2016, NSYSU

 The main purposes of this study were to investigate the efficiency of self-organized Professional Learning Community (PLC) on teachersâ professional development (PD) of inquiry-based science… (more)

Subjects/Keywords: inquiry-based science teaching; Leading teacher; Context-Based Science Assessment(CBSA); inquiry ability; Professional Learning Community (PLC)

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APA (6th Edition):

Yang, K. (2016). Investigating the efficiency of self-organized Professional Learning Community on teachersâ inquiry-based science teaching. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1012116-185957

Chicago Manual of Style (16th Edition):

Yang, Kuay-keng. “Investigating the efficiency of self-organized Professional Learning Community on teachersâ inquiry-based science teaching.” 2016. Doctoral Dissertation, NSYSU. Accessed March 26, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1012116-185957.

MLA Handbook (7th Edition):

Yang, Kuay-keng. “Investigating the efficiency of self-organized Professional Learning Community on teachersâ inquiry-based science teaching.” 2016. Web. 26 Mar 2019.

Vancouver:

Yang K. Investigating the efficiency of self-organized Professional Learning Community on teachersâ inquiry-based science teaching. [Internet] [Doctoral dissertation]. NSYSU; 2016. [cited 2019 Mar 26]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1012116-185957.

Council of Science Editors:

Yang K. Investigating the efficiency of self-organized Professional Learning Community on teachersâ inquiry-based science teaching. [Doctoral Dissertation]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1012116-185957


Montana State University

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

Degree: Graduate School, 2014, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Generaux, Shari Lynn. “The effects of the 5E learning cycle on student integration of science vocabulary.” 2014. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3550.

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

MLA Handbook (7th Edition):

Generaux, Shari Lynn. “The effects of the 5E learning cycle on student integration of science vocabulary.” 2014. Web. 26 Mar 2019.

Vancouver:

Generaux SL. The effects of the 5E learning cycle on student integration of science vocabulary. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3550.

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

Council of Science Editors:

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

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


Texas State University – San Marcos

26. Dame, Kristina Maria. Resident Scientists in the Classroom: Secondary Science Students' Attitudes Towards Science in the NSF GK-12 Program Project Flowing Waters.

Degree: MA, Biology, 2012, Texas State University – San Marcos

 The National Science Foundation (NSF) and Texas Pioneer Foundation supported program Project Flowing Waters, a NSF Graduate STEM Fellows in K-12 Education (GK-12) program, funded… (more)

Subjects/Keywords: NSF GK-12 Program; Project Flowering Waters; Inquiry-Based Teaching; Hands on Learning; Environmental Studies; Resident Scientist; Community and School; Science – Study and teaching (Secondary); Inquiry-based learning; Attitude change

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APA (6th Edition):

Dame, K. M. (2012). Resident Scientists in the Classroom: Secondary Science Students' Attitudes Towards Science in the NSF GK-12 Program Project Flowing Waters. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/2452

Chicago Manual of Style (16th Edition):

Dame, Kristina Maria. “Resident Scientists in the Classroom: Secondary Science Students' Attitudes Towards Science in the NSF GK-12 Program Project Flowing Waters.” 2012. Masters Thesis, Texas State University – San Marcos. Accessed March 26, 2019. https://digital.library.txstate.edu/handle/10877/2452.

MLA Handbook (7th Edition):

Dame, Kristina Maria. “Resident Scientists in the Classroom: Secondary Science Students' Attitudes Towards Science in the NSF GK-12 Program Project Flowing Waters.” 2012. Web. 26 Mar 2019.

Vancouver:

Dame KM. Resident Scientists in the Classroom: Secondary Science Students' Attitudes Towards Science in the NSF GK-12 Program Project Flowing Waters. [Internet] [Masters thesis]. Texas State University – San Marcos; 2012. [cited 2019 Mar 26]. Available from: https://digital.library.txstate.edu/handle/10877/2452.

Council of Science Editors:

Dame KM. Resident Scientists in the Classroom: Secondary Science Students' Attitudes Towards Science in the NSF GK-12 Program Project Flowing Waters. [Masters Thesis]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/2452


Montana State University

27. Anderson, Thomas J. Prove it! : testing a teaching strategy to develop argumentation skills.

Degree: Graduate School, 2012, Montana State University

 Students at Norman County East High School learn science concepts in a typical teacher-centered approach. In moving toward an inquiry-based, student-centered learning environment, it is… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.; Educational games.; High school students.

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APA (6th Edition):

Anderson, T. J. (2012). Prove it! : testing a teaching strategy to develop argumentation skills. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/835

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

Chicago Manual of Style (16th Edition):

Anderson, Thomas J. “Prove it! : testing a teaching strategy to develop argumentation skills.” 2012. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/835.

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

MLA Handbook (7th Edition):

Anderson, Thomas J. “Prove it! : testing a teaching strategy to develop argumentation skills.” 2012. Web. 26 Mar 2019.

Vancouver:

Anderson TJ. Prove it! : testing a teaching strategy to develop argumentation skills. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/835.

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

Council of Science Editors:

Anderson TJ. Prove it! : testing a teaching strategy to develop argumentation skills. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/835

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


Montana State University

28. McMullan, Candace Marie. The effects of open inquiry versus guided inquiry on student achievement and enthusiasm for science.

Degree: Graduate School, 2014, Montana State University

 The purpose of this action research was to identify the benefits of inquiry education on student enthusiasm, and abilities to form, analyze, and apply data… (more)

Subjects/Keywords: Science Study and teaching.; Middle school students.; Inquiry-based learning.; Academic achievement.

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APA (6th Edition):

McMullan, C. M. (2014). The effects of open inquiry versus guided inquiry on student achievement and enthusiasm for science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3576

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):

McMullan, Candace Marie. “The effects of open inquiry versus guided inquiry on student achievement and enthusiasm for science.” 2014. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3576.

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

MLA Handbook (7th Edition):

McMullan, Candace Marie. “The effects of open inquiry versus guided inquiry on student achievement and enthusiasm for science.” 2014. Web. 26 Mar 2019.

Vancouver:

McMullan CM. The effects of open inquiry versus guided inquiry on student achievement and enthusiasm for science. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3576.

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

Council of Science Editors:

McMullan CM. The effects of open inquiry versus guided inquiry on student achievement and enthusiasm for science. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3576

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


Montana State University

29. Kanduch, Kendra. The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class.

Degree: Graduate School, 2015, Montana State University

Inquiry has been proven to be a successful way of teaching to get students to be interested in science. This study looked at the 5E… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.; Motivation in education.; Education, Primary.

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

APA (6th Edition):

Kanduch, K. (2015). The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9268

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):

Kanduch, Kendra. “The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class.” 2015. Thesis, Montana State University. Accessed March 26, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9268.

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

MLA Handbook (7th Edition):

Kanduch, Kendra. “The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class.” 2015. Web. 26 Mar 2019.

Vancouver:

Kanduch K. The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Mar 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9268.

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

Council of Science Editors:

Kanduch K. The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9268

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


Massey University

30. Ahmed, Sohaib. Mobile learning ontologies : supporting abductive inquiry-based learning in the sciences.

Degree: PhD, Information Technology, 2012, Massey University

 The use of ontologies has become increasingly widespread in many application areas, particularly in technology-enhanced learning. They appear promising in supporting the generation and adaptive… (more)

Subjects/Keywords: Mobile communication systems in education; Inquiry-based learning; Science; Study and teaching (Secondary)

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

APA (6th Edition):

Ahmed, S. (2012). Mobile learning ontologies : supporting abductive inquiry-based learning in the sciences. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/4653

Chicago Manual of Style (16th Edition):

Ahmed, Sohaib. “Mobile learning ontologies : supporting abductive inquiry-based learning in the sciences.” 2012. Doctoral Dissertation, Massey University. Accessed March 26, 2019. http://hdl.handle.net/10179/4653.

MLA Handbook (7th Edition):

Ahmed, Sohaib. “Mobile learning ontologies : supporting abductive inquiry-based learning in the sciences.” 2012. Web. 26 Mar 2019.

Vancouver:

Ahmed S. Mobile learning ontologies : supporting abductive inquiry-based learning in the sciences. [Internet] [Doctoral dissertation]. Massey University; 2012. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/10179/4653.

Council of Science Editors:

Ahmed S. Mobile learning ontologies : supporting abductive inquiry-based learning in the sciences. [Doctoral Dissertation]. Massey University; 2012. Available from: http://hdl.handle.net/10179/4653

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