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You searched for subject:(Multiple Representations). Showing records 1 – 30 of 52 total matches.

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Penn State University

1. Pastore, Raymond. THE INSTRUCTIONAL EFFECTS OF DIAGRAMS AND TIME-COMPRESSED INSTRUCTION ON STUDENT ACHIEVEMENT AND LEARNERS’ PERCEPTIONS OF COGNITIVE LOAD.

Degree: PhD, Instructional Systems, 2009, Penn State University

 The purpose of this study was to examine the effects of visual representations and time-compressed instruction on learning and learners’ perceptions of cognitive load. Time-compressed… (more)

Subjects/Keywords: Audio; Visuals; Time-Compressed; Multiple Representations; Multimedia

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APA (6th Edition):

Pastore, R. (2009). THE INSTRUCTIONAL EFFECTS OF DIAGRAMS AND TIME-COMPRESSED INSTRUCTION ON STUDENT ACHIEVEMENT AND LEARNERS’ PERCEPTIONS OF COGNITIVE LOAD. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9777

Chicago Manual of Style (16th Edition):

Pastore, Raymond. “THE INSTRUCTIONAL EFFECTS OF DIAGRAMS AND TIME-COMPRESSED INSTRUCTION ON STUDENT ACHIEVEMENT AND LEARNERS’ PERCEPTIONS OF COGNITIVE LOAD.” 2009. Doctoral Dissertation, Penn State University. Accessed May 20, 2019. https://etda.libraries.psu.edu/catalog/9777.

MLA Handbook (7th Edition):

Pastore, Raymond. “THE INSTRUCTIONAL EFFECTS OF DIAGRAMS AND TIME-COMPRESSED INSTRUCTION ON STUDENT ACHIEVEMENT AND LEARNERS’ PERCEPTIONS OF COGNITIVE LOAD.” 2009. Web. 20 May 2019.

Vancouver:

Pastore R. THE INSTRUCTIONAL EFFECTS OF DIAGRAMS AND TIME-COMPRESSED INSTRUCTION ON STUDENT ACHIEVEMENT AND LEARNERS’ PERCEPTIONS OF COGNITIVE LOAD. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 May 20]. Available from: https://etda.libraries.psu.edu/catalog/9777.

Council of Science Editors:

Pastore R. THE INSTRUCTIONAL EFFECTS OF DIAGRAMS AND TIME-COMPRESSED INSTRUCTION ON STUDENT ACHIEVEMENT AND LEARNERS’ PERCEPTIONS OF COGNITIVE LOAD. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9777


Universiteit Utrecht

2. Prangsma, M.E. Multimodal representations in collaborative history learning.

Degree: 2007, Universiteit Utrecht

 This dissertation focuses on the question: How does making and connecting different types of multimodal representations affect the collaborative learning process and the acquisition of… (more)

Subjects/Keywords: Sociale Wetenschappen; multiple representations; multimodal representations; history learning

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APA (6th Edition):

Prangsma, M. E. (2007). Multimodal representations in collaborative history learning. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/21612

Chicago Manual of Style (16th Edition):

Prangsma, M E. “Multimodal representations in collaborative history learning.” 2007. Doctoral Dissertation, Universiteit Utrecht. Accessed May 20, 2019. http://dspace.library.uu.nl:8080/handle/1874/21612.

MLA Handbook (7th Edition):

Prangsma, M E. “Multimodal representations in collaborative history learning.” 2007. Web. 20 May 2019.

Vancouver:

Prangsma ME. Multimodal representations in collaborative history learning. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2007. [cited 2019 May 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/21612.

Council of Science Editors:

Prangsma ME. Multimodal representations in collaborative history learning. [Doctoral Dissertation]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/21612


Georgia State University

3. Gitonga, Isaac. UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.

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

  The study employed Ernest (2006) Theory of Semiotic Systems to investigate the use of and exposure to multiple representations in a 10th grade algebra… (more)

Subjects/Keywords: Representations; Multiple representations; Pseudo-Conceptual understanding; Conceptual understanding; Semiotic systems

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APA (6th Edition):

Gitonga, I. (2016). UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/37

Chicago Manual of Style (16th Edition):

Gitonga, Isaac. “UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.” 2016. Doctoral Dissertation, Georgia State University. Accessed May 20, 2019. https://scholarworks.gsu.edu/mse_diss/37.

MLA Handbook (7th Edition):

Gitonga, Isaac. “UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.” 2016. Web. 20 May 2019.

Vancouver:

Gitonga I. UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 May 20]. Available from: https://scholarworks.gsu.edu/mse_diss/37.

Council of Science Editors:

Gitonga I. UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/37


Penn State University

4. Shaw, Charlyn Welch. Worked Examples and Learner-Generated Representations: A Study in the Calculus Domain.

Degree: MEd, Educational Psychology, 2014, Penn State University

 Research repeatedly demonstrates the effectiveness of pairing practice problems with similar worked examples to improve student performance on problem-solving tasks. However, missing from the research… (more)

Subjects/Keywords: Worked Examples; Learner-Generated Representations; Multiple Representations; Calculus; Conceptual Knowledge; Related Rates

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APA (6th Edition):

Shaw, C. W. (2014). Worked Examples and Learner-Generated Representations: A Study in the Calculus Domain. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21610

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):

Shaw, Charlyn Welch. “Worked Examples and Learner-Generated Representations: A Study in the Calculus Domain.” 2014. Thesis, Penn State University. Accessed May 20, 2019. https://etda.libraries.psu.edu/catalog/21610.

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

MLA Handbook (7th Edition):

Shaw, Charlyn Welch. “Worked Examples and Learner-Generated Representations: A Study in the Calculus Domain.” 2014. Web. 20 May 2019.

Vancouver:

Shaw CW. Worked Examples and Learner-Generated Representations: A Study in the Calculus Domain. [Internet] [Thesis]. Penn State University; 2014. [cited 2019 May 20]. Available from: https://etda.libraries.psu.edu/catalog/21610.

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

Council of Science Editors:

Shaw CW. Worked Examples and Learner-Generated Representations: A Study in the Calculus Domain. [Thesis]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/21610

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

5. Prangsma, M.E. Multimodal representations in collaborative history learning.

Degree: 2007, University Utrecht

 This dissertation focuses on the question: How does making and connecting different types of multimodal representations affect the collaborative learning process and the acquisition of… (more)

Subjects/Keywords: multiple representations; multimodal representations; history learning

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

APA (6th Edition):

Prangsma, M. E. (2007). Multimodal representations in collaborative history learning. (Doctoral Dissertation). University Utrecht. Retrieved from http://dspace.library.uu.nl/handle/1874/21612 ; URN:NBN:NL:UI:10-1874-21612 ; urn:isbn:978-90-393-4567-2 ; URN:NBN:NL:UI:10-1874-21612 ; http://dspace.library.uu.nl/handle/1874/21612

Chicago Manual of Style (16th Edition):

Prangsma, M E. “Multimodal representations in collaborative history learning.” 2007. Doctoral Dissertation, University Utrecht. Accessed May 20, 2019. http://dspace.library.uu.nl/handle/1874/21612 ; URN:NBN:NL:UI:10-1874-21612 ; urn:isbn:978-90-393-4567-2 ; URN:NBN:NL:UI:10-1874-21612 ; http://dspace.library.uu.nl/handle/1874/21612.

MLA Handbook (7th Edition):

Prangsma, M E. “Multimodal representations in collaborative history learning.” 2007. Web. 20 May 2019.

Vancouver:

Prangsma ME. Multimodal representations in collaborative history learning. [Internet] [Doctoral dissertation]. University Utrecht; 2007. [cited 2019 May 20]. Available from: http://dspace.library.uu.nl/handle/1874/21612 ; URN:NBN:NL:UI:10-1874-21612 ; urn:isbn:978-90-393-4567-2 ; URN:NBN:NL:UI:10-1874-21612 ; http://dspace.library.uu.nl/handle/1874/21612.

Council of Science Editors:

Prangsma ME. Multimodal representations in collaborative history learning. [Doctoral Dissertation]. University Utrecht; 2007. Available from: http://dspace.library.uu.nl/handle/1874/21612 ; URN:NBN:NL:UI:10-1874-21612 ; urn:isbn:978-90-393-4567-2 ; URN:NBN:NL:UI:10-1874-21612 ; http://dspace.library.uu.nl/handle/1874/21612


University of California – Berkeley

6. Daubenmire, Paul Lemuel. Using Multiple Representations to Resolve Conflict in Student Conceptual Understanding of Chemistry.

Degree: Science & Mathematics Education, 2014, University of California – Berkeley

 Much like a practiced linguist, expert chemists utilize the power and elegance of chemical symbols to understand what is happening at the atomic level and… (more)

Subjects/Keywords: Science education; Chemistry; equilibrium; multiple representations; triplet relationship

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APA (6th Edition):

Daubenmire, P. L. (2014). Using Multiple Representations to Resolve Conflict in Student Conceptual Understanding of Chemistry. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/10c4h3dn

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):

Daubenmire, Paul Lemuel. “Using Multiple Representations to Resolve Conflict in Student Conceptual Understanding of Chemistry.” 2014. Thesis, University of California – Berkeley. Accessed May 20, 2019. http://www.escholarship.org/uc/item/10c4h3dn.

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

MLA Handbook (7th Edition):

Daubenmire, Paul Lemuel. “Using Multiple Representations to Resolve Conflict in Student Conceptual Understanding of Chemistry.” 2014. Web. 20 May 2019.

Vancouver:

Daubenmire PL. Using Multiple Representations to Resolve Conflict in Student Conceptual Understanding of Chemistry. [Internet] [Thesis]. University of California – Berkeley; 2014. [cited 2019 May 20]. Available from: http://www.escholarship.org/uc/item/10c4h3dn.

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

Council of Science Editors:

Daubenmire PL. Using Multiple Representations to Resolve Conflict in Student Conceptual Understanding of Chemistry. [Thesis]. University of California – Berkeley; 2014. Available from: http://www.escholarship.org/uc/item/10c4h3dn

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


North Carolina State University

7. Adu-Gyamfi, Kwaku. Connections among Representations: The Nature of Students' Coordinations on a Linear Function task.

Degree: PhD, Math, Science and Technology Education, 2007, North Carolina State University

 This study focuses on students' translations between and coordinations among representations of linear function after having being explicitly taught functions via multiple representational approaches. The… (more)

Subjects/Keywords: Connections; Multiple Representations; Coordination; Translations

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APA (6th Edition):

Adu-Gyamfi, K. (2007). Connections among Representations: The Nature of Students' Coordinations on a Linear Function task. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5227

Chicago Manual of Style (16th Edition):

Adu-Gyamfi, Kwaku. “Connections among Representations: The Nature of Students' Coordinations on a Linear Function task.” 2007. Doctoral Dissertation, North Carolina State University. Accessed May 20, 2019. http://www.lib.ncsu.edu/resolver/1840.16/5227.

MLA Handbook (7th Edition):

Adu-Gyamfi, Kwaku. “Connections among Representations: The Nature of Students' Coordinations on a Linear Function task.” 2007. Web. 20 May 2019.

Vancouver:

Adu-Gyamfi K. Connections among Representations: The Nature of Students' Coordinations on a Linear Function task. [Internet] [Doctoral dissertation]. North Carolina State University; 2007. [cited 2019 May 20]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5227.

Council of Science Editors:

Adu-Gyamfi K. Connections among Representations: The Nature of Students' Coordinations on a Linear Function task. [Doctoral Dissertation]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5227

8. Héllida Alcântara Araújo. O toar dos professores: representações sociais sobre a prática docente.

Degree: 2011, Universidade Federal da Paraíba

This dissertation aims at analyzing the social representations on the teaching practice among teachers from the basic education first stages in a city of Paraíba.… (more)

Subjects/Keywords: Múltiplas Dimensões; Prática Docente; Representações Sociais; EDUCACAO; Social Representations; Teaching Practice; Multiple Dimensions

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APA (6th Edition):

Araújo, H. A. (2011). O toar dos professores: representações sociais sobre a prática docente. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2322

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):

Araújo, Héllida Alcântara. “O toar dos professores: representações sociais sobre a prática docente.” 2011. Thesis, Universidade Federal da Paraíba. Accessed May 20, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2322.

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

MLA Handbook (7th Edition):

Araújo, Héllida Alcântara. “O toar dos professores: representações sociais sobre a prática docente.” 2011. Web. 20 May 2019.

Vancouver:

Araújo HA. O toar dos professores: representações sociais sobre a prática docente. [Internet] [Thesis]. Universidade Federal da Paraíba; 2011. [cited 2019 May 20]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2322.

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

Council of Science Editors:

Araújo HA. O toar dos professores: representações sociais sobre a prática docente. [Thesis]. Universidade Federal da Paraíba; 2011. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2322

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


Penn State University

9. Price, Gwyneth A. TheEffects of Learner-generated versus Computer-.

Degree: PhD, Educational Psychology, 2006, Penn State University

 In this study, multiple external representations and Generative Learning Theory were used to design instruction that would facilitate physics learning. Specifically, the study looks at… (more)

Subjects/Keywords: multiple representations; generative learning; science education

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APA (6th Edition):

Price, G. A. (2006). TheEffects of Learner-generated versus Computer-. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7357

Chicago Manual of Style (16th Edition):

Price, Gwyneth A. “TheEffects of Learner-generated versus Computer-.” 2006. Doctoral Dissertation, Penn State University. Accessed May 20, 2019. https://etda.libraries.psu.edu/catalog/7357.

MLA Handbook (7th Edition):

Price, Gwyneth A. “TheEffects of Learner-generated versus Computer-.” 2006. Web. 20 May 2019.

Vancouver:

Price GA. TheEffects of Learner-generated versus Computer-. [Internet] [Doctoral dissertation]. Penn State University; 2006. [cited 2019 May 20]. Available from: https://etda.libraries.psu.edu/catalog/7357.

Council of Science Editors:

Price GA. TheEffects of Learner-generated versus Computer-. [Doctoral Dissertation]. Penn State University; 2006. Available from: https://etda.libraries.psu.edu/catalog/7357


Penn State University

10. Hsu, Yu-Chang. THE EFFECTS OF SELF-EXPLANATION AND METACOGNITIVE INSTRUCTION ON UNDERGRADUATE STUDENTS’ LEARNING OF STATISTICS MATERIALS CONTAINING.

Degree: PhD, Instructional Systems, 2009, Penn State University

 <p style="margin: 0in 0in 0.0001pt; text-indent: 0.5in; line-height: 200%;">Students in the Science, Technology, Engineering, and Mathematics (STEM) fields are confronted with multiple external representations (MERs)… (more)

Subjects/Keywords: STEM education; visual literacy; metacognition; self-explanation; multiple external representations; web-based learning environment

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APA (6th Edition):

Hsu, Y. (2009). THE EFFECTS OF SELF-EXPLANATION AND METACOGNITIVE INSTRUCTION ON UNDERGRADUATE STUDENTS’ LEARNING OF STATISTICS MATERIALS CONTAINING. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10307

Chicago Manual of Style (16th Edition):

Hsu, Yu-Chang. “THE EFFECTS OF SELF-EXPLANATION AND METACOGNITIVE INSTRUCTION ON UNDERGRADUATE STUDENTS’ LEARNING OF STATISTICS MATERIALS CONTAINING.” 2009. Doctoral Dissertation, Penn State University. Accessed May 20, 2019. https://etda.libraries.psu.edu/catalog/10307.

MLA Handbook (7th Edition):

Hsu, Yu-Chang. “THE EFFECTS OF SELF-EXPLANATION AND METACOGNITIVE INSTRUCTION ON UNDERGRADUATE STUDENTS’ LEARNING OF STATISTICS MATERIALS CONTAINING.” 2009. Web. 20 May 2019.

Vancouver:

Hsu Y. THE EFFECTS OF SELF-EXPLANATION AND METACOGNITIVE INSTRUCTION ON UNDERGRADUATE STUDENTS’ LEARNING OF STATISTICS MATERIALS CONTAINING. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 May 20]. Available from: https://etda.libraries.psu.edu/catalog/10307.

Council of Science Editors:

Hsu Y. THE EFFECTS OF SELF-EXPLANATION AND METACOGNITIVE INSTRUCTION ON UNDERGRADUATE STUDENTS’ LEARNING OF STATISTICS MATERIALS CONTAINING. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10307


Carnegie Mellon University

11. Wiese, Eliane. Toward Sense Making with Grounded Feedback.

Degree: 2015, Carnegie Mellon University

 In STEM domains, robust learning includes not only fluency with procedures, but also recognition and application of the conceptual principles that underlie them. Grounded feedback… (more)

Subjects/Keywords: learning science; educational technology; mathematics education; multiple representations; feedback; sense making; grounded feedback

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APA (6th Edition):

Wiese, E. (2015). Toward Sense Making with Grounded Feedback. (Thesis). Carnegie Mellon University. Retrieved from http://repository.cmu.edu/dissertations/628

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):

Wiese, Eliane. “Toward Sense Making with Grounded Feedback.” 2015. Thesis, Carnegie Mellon University. Accessed May 20, 2019. http://repository.cmu.edu/dissertations/628.

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

MLA Handbook (7th Edition):

Wiese, Eliane. “Toward Sense Making with Grounded Feedback.” 2015. Web. 20 May 2019.

Vancouver:

Wiese E. Toward Sense Making with Grounded Feedback. [Internet] [Thesis]. Carnegie Mellon University; 2015. [cited 2019 May 20]. Available from: http://repository.cmu.edu/dissertations/628.

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

Council of Science Editors:

Wiese E. Toward Sense Making with Grounded Feedback. [Thesis]. Carnegie Mellon University; 2015. Available from: http://repository.cmu.edu/dissertations/628

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


Louisiana State University

12. McInnis, Beth Perkins. Integrating tasks, technology, and the Common Core Standards in the Algebra II classroom.

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

  The Common Core State Standards for Mathematics were released in June of 2010. The standards were developed by a team of over 75 teachers… (more)

Subjects/Keywords: MathXL; Multiple Representations; Tasks; Technology in Math; Formative Assessment; Common Core Standards

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APA (6th Edition):

McInnis, B. P. (2012). Integrating tasks, technology, and the Common Core Standards in the Algebra II classroom. (Masters Thesis). Louisiana State University. Retrieved from etd-07062012-082644 ; https://digitalcommons.lsu.edu/gradschool_theses/911

Chicago Manual of Style (16th Edition):

McInnis, Beth Perkins. “Integrating tasks, technology, and the Common Core Standards in the Algebra II classroom.” 2012. Masters Thesis, Louisiana State University. Accessed May 20, 2019. etd-07062012-082644 ; https://digitalcommons.lsu.edu/gradschool_theses/911.

MLA Handbook (7th Edition):

McInnis, Beth Perkins. “Integrating tasks, technology, and the Common Core Standards in the Algebra II classroom.” 2012. Web. 20 May 2019.

Vancouver:

McInnis BP. Integrating tasks, technology, and the Common Core Standards in the Algebra II classroom. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 May 20]. Available from: etd-07062012-082644 ; https://digitalcommons.lsu.edu/gradschool_theses/911.

Council of Science Editors:

McInnis BP. Integrating tasks, technology, and the Common Core Standards in the Algebra II classroom. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07062012-082644 ; https://digitalcommons.lsu.edu/gradschool_theses/911

13. Mielicki, Marta K. Affordances of Graphical and Symbolic Representations in Algebraic Problem Solving.

Degree: 2015, University of Illinois – Chicago

 Successful algebraic problem solving entails adaptability of solution methods using different representations. Research suggests that students are more likely to choose symbolic solution methods over… (more)

Subjects/Keywords: Algebraic Problem Solving; Multiple Representations

…consider student interactions with multiple representations in algebraic problem solving within a… …and exposure to multiple representations of a concept may support this process. There is… …some evidence that curricula that emphasize multiple representations of AFFORDANCES OF… …between multiple representations of algebraic concepts (NCTM, 2000). Multiple… …multiple representations, and had been trained to use a graphing calculator. Herman found that… 

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APA (6th Edition):

Mielicki, M. K. (2015). Affordances of Graphical and Symbolic Representations in Algebraic Problem Solving. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19643

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):

Mielicki, Marta K. “Affordances of Graphical and Symbolic Representations in Algebraic Problem Solving.” 2015. Thesis, University of Illinois – Chicago. Accessed May 20, 2019. http://hdl.handle.net/10027/19643.

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

MLA Handbook (7th Edition):

Mielicki, Marta K. “Affordances of Graphical and Symbolic Representations in Algebraic Problem Solving.” 2015. Web. 20 May 2019.

Vancouver:

Mielicki MK. Affordances of Graphical and Symbolic Representations in Algebraic Problem Solving. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2019 May 20]. Available from: http://hdl.handle.net/10027/19643.

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

Council of Science Editors:

Mielicki MK. Affordances of Graphical and Symbolic Representations in Algebraic Problem Solving. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19643

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

14. Deshpande, Hrishikesh. Dictionary learning for pattern classification in medical imaging : Apprentissage de dictionnaires pour la reconnaissance de motifs en imagerie médicale.

Degree: Docteur es, Informatique, 2016, Rennes 1

La plupart des signaux naturels peuvent être représentés par une combinaison linéaire de quelques atomes dans un dictionnaire. Ces représentations parcimonieuses et les méthodes d'apprentissage… (more)

Subjects/Keywords: Représentations parcimonieuses; Apprentissage automatique; SEP; IRM; Sparse representations; Machine learning; Multiple sclerosis; MRI

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

APA (6th Edition):

Deshpande, H. (2016). Dictionary learning for pattern classification in medical imaging : Apprentissage de dictionnaires pour la reconnaissance de motifs en imagerie médicale. (Doctoral Dissertation). Rennes 1. Retrieved from http://www.theses.fr/2016REN1S032

Chicago Manual of Style (16th Edition):

Deshpande, Hrishikesh. “Dictionary learning for pattern classification in medical imaging : Apprentissage de dictionnaires pour la reconnaissance de motifs en imagerie médicale.” 2016. Doctoral Dissertation, Rennes 1. Accessed May 20, 2019. http://www.theses.fr/2016REN1S032.

MLA Handbook (7th Edition):

Deshpande, Hrishikesh. “Dictionary learning for pattern classification in medical imaging : Apprentissage de dictionnaires pour la reconnaissance de motifs en imagerie médicale.” 2016. Web. 20 May 2019.

Vancouver:

Deshpande H. Dictionary learning for pattern classification in medical imaging : Apprentissage de dictionnaires pour la reconnaissance de motifs en imagerie médicale. [Internet] [Doctoral dissertation]. Rennes 1; 2016. [cited 2019 May 20]. Available from: http://www.theses.fr/2016REN1S032.

Council of Science Editors:

Deshpande H. Dictionary learning for pattern classification in medical imaging : Apprentissage de dictionnaires pour la reconnaissance de motifs en imagerie médicale. [Doctoral Dissertation]. Rennes 1; 2016. Available from: http://www.theses.fr/2016REN1S032


Florida International University

15. McPadden, Daryl. Examining Students' Representation Choices in University Modeling Instruction.

Degree: PhD, Physics, 2018, Florida International University

Representations (such as pictures, diagrams, word descriptions, equations, etc.) are critical tools for learning, problem solving, and communicating in science, particularly in physics where… (more)

Subjects/Keywords: Physics Education Research; Multiple Representations; Modeling Instruction; Curriculum and Instruction; Other Physics

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

APA (6th Edition):

McPadden, D. (2018). Examining Students' Representation Choices in University Modeling Instruction. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3658 ; FIDC004079

Chicago Manual of Style (16th Edition):

McPadden, Daryl. “Examining Students' Representation Choices in University Modeling Instruction.” 2018. Doctoral Dissertation, Florida International University. Accessed May 20, 2019. https://digitalcommons.fiu.edu/etd/3658 ; FIDC004079.

MLA Handbook (7th Edition):

McPadden, Daryl. “Examining Students' Representation Choices in University Modeling Instruction.” 2018. Web. 20 May 2019.

Vancouver:

McPadden D. Examining Students' Representation Choices in University Modeling Instruction. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 May 20]. Available from: https://digitalcommons.fiu.edu/etd/3658 ; FIDC004079.

Council of Science Editors:

McPadden D. Examining Students' Representation Choices in University Modeling Instruction. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3658 ; FIDC004079


University of Minnesota

16. Whitney, Stephanie Rae. Multiple representations and rate of change: the nature of diverse Students' Initial Understanding.

Degree: PhD, Education, Curriculum and Instruction, 2010, University of Minnesota

 Access to quality mathematics content and instruction has been equated as a civil right (Moses & Cobb, 2001), as it is a gatekeeper to higher… (more)

Subjects/Keywords: Algebra; College Preparatory Mathematics; Diverse learners; Multiple representations; Rate of change; Education, Curriculum and Instruction

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APA (6th Edition):

Whitney, S. R. (2010). Multiple representations and rate of change: the nature of diverse Students' Initial Understanding. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/59709

Chicago Manual of Style (16th Edition):

Whitney, Stephanie Rae. “Multiple representations and rate of change: the nature of diverse Students' Initial Understanding.” 2010. Doctoral Dissertation, University of Minnesota. Accessed May 20, 2019. http://purl.umn.edu/59709.

MLA Handbook (7th Edition):

Whitney, Stephanie Rae. “Multiple representations and rate of change: the nature of diverse Students' Initial Understanding.” 2010. Web. 20 May 2019.

Vancouver:

Whitney SR. Multiple representations and rate of change: the nature of diverse Students' Initial Understanding. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2019 May 20]. Available from: http://purl.umn.edu/59709.

Council of Science Editors:

Whitney SR. Multiple representations and rate of change: the nature of diverse Students' Initial Understanding. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/59709


University of Minnesota

17. Chidthachack, Sousada. Implementing Standards-Based Mathematics: Toward Improving Conceptual Understanding of Key Ideas of Linear Functions for Middle School Immigrant Students.

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

 Mathematics education research on immigrant students indicates that schools are often not prepared to support students with cultural and language barriers (Campbell, Adams, & Davis,… (more)

Subjects/Keywords: conceptual understanding; constructivist teaching experiment; immigrant students; mathematical discussions; multiple representations; standards-based mathematics

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

APA (6th Edition):

Chidthachack, S. (2016). Implementing Standards-Based Mathematics: Toward Improving Conceptual Understanding of Key Ideas of Linear Functions for Middle School Immigrant Students. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182243

Chicago Manual of Style (16th Edition):

Chidthachack, Sousada. “Implementing Standards-Based Mathematics: Toward Improving Conceptual Understanding of Key Ideas of Linear Functions for Middle School Immigrant Students.” 2016. Doctoral Dissertation, University of Minnesota. Accessed May 20, 2019. http://hdl.handle.net/11299/182243.

MLA Handbook (7th Edition):

Chidthachack, Sousada. “Implementing Standards-Based Mathematics: Toward Improving Conceptual Understanding of Key Ideas of Linear Functions for Middle School Immigrant Students.” 2016. Web. 20 May 2019.

Vancouver:

Chidthachack S. Implementing Standards-Based Mathematics: Toward Improving Conceptual Understanding of Key Ideas of Linear Functions for Middle School Immigrant Students. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/11299/182243.

Council of Science Editors:

Chidthachack S. Implementing Standards-Based Mathematics: Toward Improving Conceptual Understanding of Key Ideas of Linear Functions for Middle School Immigrant Students. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182243


University of Arizona

18. Zagallo, Patricia. Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology .

Degree: 2017, University of Arizona

 There has been a call to reform science education to integrate scientific thinking practices, such as data interpretation and modeling, with learning content in science… (more)

Subjects/Keywords: argumentation; Biology education; data interpretation; Model-based reasoning; multiple representations; Student-centered teaching

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APA (6th Edition):

Zagallo, P. (2017). Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625586

Chicago Manual of Style (16th Edition):

Zagallo, Patricia. “Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology .” 2017. Doctoral Dissertation, University of Arizona. Accessed May 20, 2019. http://hdl.handle.net/10150/625586.

MLA Handbook (7th Edition):

Zagallo, Patricia. “Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology .” 2017. Web. 20 May 2019.

Vancouver:

Zagallo P. Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10150/625586.

Council of Science Editors:

Zagallo P. Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625586

19. Evaldo Roberto de Souza. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte.

Degree: 2011, Universidade Federal do Rio Grande do Norte

 O objetivo deste trabalho foi pesquisar a representação social de educação tecnológica dos docentes da Rede Federal de Educação Profissional e Tecnológica (RFEPT). A pesquisa… (more)

Subjects/Keywords: Educação tecnológica; Educação profissional; Representações sociais; Procedimento de classificações múltiplas.; EDUCACAO; Technological education; Vocational education; Social representations; Procedure for Multiple Classifications.

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

APA (6th Edition):

Souza, E. R. d. (2011). A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4631

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):

Souza, Evaldo Roberto de. “A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte.” 2011. Thesis, Universidade Federal do Rio Grande do Norte. Accessed May 20, 2019. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4631.

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

MLA Handbook (7th Edition):

Souza, Evaldo Roberto de. “A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte.” 2011. Web. 20 May 2019.

Vancouver:

Souza ERd. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2011. [cited 2019 May 20]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4631.

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

Council of Science Editors:

Souza ERd. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte. [Thesis]. Universidade Federal do Rio Grande do Norte; 2011. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4631

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


Texas A&M University

20. McNeal, Karen Sue. Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication.

Degree: 2009, Texas A&M University

 Understanding complex Earth systems is challenging for scientists and students alike, because of the characteristics (e.g. bifurcations, self-organization, chaotic response) that are associated with these… (more)

Subjects/Keywords: Volatile Organic Compounds; Biomarkers; Spatial and Temporal Dynamics; Microbial Community; Inquiry; Multiple Representations; Complex Earth Systems; Conceptual Model Development; Undergraduate Students

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APA (6th Edition):

McNeal, K. S. (2009). Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1321

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):

McNeal, Karen Sue. “Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication.” 2009. Thesis, Texas A&M University. Accessed May 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1321.

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

MLA Handbook (7th Edition):

McNeal, Karen Sue. “Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication.” 2009. Web. 20 May 2019.

Vancouver:

McNeal KS. Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1321.

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

Council of Science Editors:

McNeal KS. Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1321

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


Universidade do Rio Grande do Norte

21. Souza, Evaldo Roberto de. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte .

Degree: 2011, Universidade do Rio Grande do Norte

 The aim of this study was to investigate the social representation of technological education teachers at the Federal Technological Education Network. The survey was conducted… (more)

Subjects/Keywords: Educação tecnológica; Educação profissional; Representações sociais; Procedimento de classificações múltiplas; Technological education; Vocational education; Social representations; Procedure for Multiple Classifications

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

APA (6th Edition):

Souza, E. R. d. (2011). A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte . (Doctoral Dissertation). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/18315

Chicago Manual of Style (16th Edition):

Souza, Evaldo Roberto de. “A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte .” 2011. Doctoral Dissertation, Universidade do Rio Grande do Norte. Accessed May 20, 2019. http://repositorio.ufrn.br/handle/123456789/18315.

MLA Handbook (7th Edition):

Souza, Evaldo Roberto de. “A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte .” 2011. Web. 20 May 2019.

Vancouver:

Souza ERd. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte . [Internet] [Doctoral dissertation]. Universidade do Rio Grande do Norte; 2011. [cited 2019 May 20]. Available from: http://repositorio.ufrn.br/handle/123456789/18315.

Council of Science Editors:

Souza ERd. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte . [Doctoral Dissertation]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/18315


Universidade do Rio Grande do Norte

22. Souza, Evaldo Roberto de. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte .

Degree: 2011, Universidade do Rio Grande do Norte

 The aim of this study was to investigate the social representation of technological education teachers at the Federal Technological Education Network. The survey was conducted… (more)

Subjects/Keywords: Educação tecnológica; Educação profissional; Representações sociais; Procedimento de classificações múltiplas; Technological education; Vocational education; Social representations; Procedure for Multiple Classifications

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

APA (6th Edition):

Souza, E. R. d. (2011). A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/18315

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):

Souza, Evaldo Roberto de. “A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte .” 2011. Thesis, Universidade do Rio Grande do Norte. Accessed May 20, 2019. http://repositorio.ufrn.br/handle/123456789/18315.

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

MLA Handbook (7th Edition):

Souza, Evaldo Roberto de. “A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte .” 2011. Web. 20 May 2019.

Vancouver:

Souza ERd. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2019 May 20]. Available from: http://repositorio.ufrn.br/handle/123456789/18315.

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

Council of Science Editors:

Souza ERd. A representação social de educação tecnológica de docentes da Rede Federal de Educação Profissional e Tecnológica: CEFETs do Rio Grande do Norte . [Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/18315

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

23. Gu, Wenjie. INTEGRATION:.

Degree: MS, Educational Psychology, 2009, Penn State University

 Learning with multiple representations requires the mental integration of corresponding information. The cognitive process of integration is mentally demanding, but can be assisted by different… (more)

Subjects/Keywords: multiple representations; integration; cognitive load; instructional design

…Knowledge acquisition from multiple representations requires learners to integrate emerging… …multiple representations, the cognitive processes of representational integration need to be… …point to understand learners’ cognitive processes when learning from multiple representations… …study of integration across multiple representations is reviewed and the implications of this… …x28;Mayer, 2005). Given the definition of external representations, multiple external… 

Page 1 Page 2 Page 3 Page 4 Page 5

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APA (6th Edition):

Gu, W. (2009). INTEGRATION:. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9695

Chicago Manual of Style (16th Edition):

Gu, Wenjie. “INTEGRATION:.” 2009. Masters Thesis, Penn State University. Accessed May 20, 2019. https://etda.libraries.psu.edu/catalog/9695.

MLA Handbook (7th Edition):

Gu, Wenjie. “INTEGRATION:.” 2009. Web. 20 May 2019.

Vancouver:

Gu W. INTEGRATION:. [Internet] [Masters thesis]. Penn State University; 2009. [cited 2019 May 20]. Available from: https://etda.libraries.psu.edu/catalog/9695.

Council of Science Editors:

Gu W. INTEGRATION:. [Masters Thesis]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9695


Queensland University of Technology

24. Birch, Dawn P. Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses.

Degree: 2008, Queensland University of Technology

 Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of… (more)

Subjects/Keywords: distance education; educational technology; interactive; interactivity; learning modalities; learning styles; multimedia; multimodal; multiple representations; technology-mediated

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APA (6th Edition):

Birch, D. P. (2008). Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/16698/

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):

Birch, Dawn P. “Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses.” 2008. Thesis, Queensland University of Technology. Accessed May 20, 2019. https://eprints.qut.edu.au/16698/.

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

MLA Handbook (7th Edition):

Birch, Dawn P. “Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses.” 2008. Web. 20 May 2019.

Vancouver:

Birch DP. Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2019 May 20]. Available from: https://eprints.qut.edu.au/16698/.

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

Council of Science Editors:

Birch DP. Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/16698/

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


Edith Cowan University

25. Olaleye, Bolanle Omotoke. Enhancing teachers' knowledge for using multiple representations in teaching chemistry in Nigerian senior secondary schools.

Degree: 2012, Edith Cowan University

 The quality of the teaching and learning of chemistry in Nigeria is of great concern to parents, teachers, and students and has been tied to… (more)

Subjects/Keywords: Multiple-representations; Engagement; Pedagogical; Teachers' knowledge; Teachers' beliefs; Science; study and teaching; nigeria; Education; Science and Mathematics Education

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

APA (6th Edition):

Olaleye, B. O. (2012). Enhancing teachers' knowledge for using multiple representations in teaching chemistry in Nigerian senior secondary schools. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/494

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):

Olaleye, Bolanle Omotoke. “Enhancing teachers' knowledge for using multiple representations in teaching chemistry in Nigerian senior secondary schools.” 2012. Thesis, Edith Cowan University. Accessed May 20, 2019. http://ro.ecu.edu.au/theses/494.

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

MLA Handbook (7th Edition):

Olaleye, Bolanle Omotoke. “Enhancing teachers' knowledge for using multiple representations in teaching chemistry in Nigerian senior secondary schools.” 2012. Web. 20 May 2019.

Vancouver:

Olaleye BO. Enhancing teachers' knowledge for using multiple representations in teaching chemistry in Nigerian senior secondary schools. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2019 May 20]. Available from: http://ro.ecu.edu.au/theses/494.

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

Council of Science Editors:

Olaleye BO. Enhancing teachers' knowledge for using multiple representations in teaching chemistry in Nigerian senior secondary schools. [Thesis]. Edith Cowan University; 2012. Available from: http://ro.ecu.edu.au/theses/494

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

26. Banha, Anabela Santos. Representações da psicologia entre estudantes universitários.

Degree: 2014, Universidade de Évora

 Numa altura em que, ao nível da União Europeia, Portugal ganha evidência como o país que possui mais cursos de Psicologia por milhão de habitantes,… (more)

Subjects/Keywords: Representações; Psicologia; Estudantes universitários; Análise de correspondências múltiplas; Análise de Clusters; Representations; Psychology; College students; Multiple correspondence analysis; Cluster analysis

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

APA (6th Edition):

Banha, A. S. (2014). Representações da psicologia entre estudantes universitários. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/12093

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):

Banha, Anabela Santos. “Representações da psicologia entre estudantes universitários.” 2014. Thesis, Universidade de Évora. Accessed May 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/12093.

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

MLA Handbook (7th Edition):

Banha, Anabela Santos. “Representações da psicologia entre estudantes universitários.” 2014. Web. 20 May 2019.

Vancouver:

Banha AS. Representações da psicologia entre estudantes universitários. [Internet] [Thesis]. Universidade de Évora; 2014. [cited 2019 May 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/12093.

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

Council of Science Editors:

Banha AS. Representações da psicologia entre estudantes universitários. [Thesis]. Universidade de Évora; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/12093

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

27. Dietz, Kevin D. Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation.

Degree: 2013, University of Illinois – Chicago

 Students are often able to learn a concept effectively if it is presented in multiple formats and they map common elements across the representations (Ainsworth,… (more)

Subjects/Keywords: learning from multiple representations; worked examples; self-explanation; multiple representations; probability theory

multiple formats and they map common elements across the representations (Ainsworth, 2006… …learners made between the multiple representations. viii INTRODUCTION When learning about a… …they may encounter the exact same data across multiple representations. The rate of change of… …evidence suggests that having learners engaging with multiple representations can yield greater… …suggest that multiple representations may not be beneficial to all learners and may even harm… 

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APA (6th Edition):

Dietz, K. D. (2013). Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9715

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):

Dietz, Kevin D. “Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation.” 2013. Thesis, University of Illinois – Chicago. Accessed May 20, 2019. http://hdl.handle.net/10027/9715.

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

MLA Handbook (7th Edition):

Dietz, Kevin D. “Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation.” 2013. Web. 20 May 2019.

Vancouver:

Dietz KD. Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/10027/9715.

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

Council of Science Editors:

Dietz KD. Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9715

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

28. 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 (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 May 20, 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. 20 May 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 May 20]. 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/ ;

29. Paiva, Josias Rogerio. Múltiplas representações na construção do conhecimento científico escolar.

Degree: PhD, Ensino de Física, 2015, University of São Paulo

Essa pesquisa inicia-se pela consideração na literatura da área, de ensino de física, sobre as perspectivas dadas a algumas formas de representações, no contexto da… (more)

Subjects/Keywords: Argumento hipotético-dedutivo; Desenho; Drawing; Education for inquiry; Ensino de Física; Ensino por investigação; Gesto; Gesture; Hypothetical-deductive argument; Múltiplas representações; Multiple representations; Physical Education

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APA (6th Edition):

Paiva, J. R. (2015). Múltiplas representações na construção do conhecimento científico escolar. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-145532/ ;

Chicago Manual of Style (16th Edition):

Paiva, Josias Rogerio. “Múltiplas representações na construção do conhecimento científico escolar.” 2015. Doctoral Dissertation, University of São Paulo. Accessed May 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-145532/ ;.

MLA Handbook (7th Edition):

Paiva, Josias Rogerio. “Múltiplas representações na construção do conhecimento científico escolar.” 2015. Web. 20 May 2019.

Vancouver:

Paiva JR. Múltiplas representações na construção do conhecimento científico escolar. [Internet] [Doctoral dissertation]. University of São Paulo; 2015. [cited 2019 May 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-145532/ ;.

Council of Science Editors:

Paiva JR. Múltiplas representações na construção do conhecimento científico escolar. [Doctoral Dissertation]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-145532/ ;

30. Juscileide Braga de Castro. ConstruÃÃo do conceito de covariaÃÃo por estudantes do ensino fundamental em ambientes de mÃltiplas representaÃÃes com suporte das tecnologias digitais.

Degree: PhD, 2016, Universidade Federal do Ceará

 Esta pesquisa teve por objetivo analisar as contribuiÃÃes de metodologia desenvolvida, com suporte de tecnologias digitais, para o desenvolvimento do conceito de covariaÃÃo presente nas… (more)

Subjects/Keywords: EDUCACAO; CovariaÃÃo; Estruturas multiplicativas; Tecnologias digitais; MÃltiplas representaÃÃes; Covariation; Multiplicative structures; Digital technologies; Multiple representations; Tecnologia educacional; Teoria dos Campos Conceituais; CovariaÃÃo; Estruturas multiplicativas

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APA (6th Edition):

Castro, J. B. d. (2016). ConstruÃÃo do conceito de covariaÃÃo por estudantes do ensino fundamental em ambientes de mÃltiplas representaÃÃes com suporte das tecnologias digitais. (Doctoral Dissertation). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16487 ;

Chicago Manual of Style (16th Edition):

Castro, Juscileide Braga de. “ConstruÃÃo do conceito de covariaÃÃo por estudantes do ensino fundamental em ambientes de mÃltiplas representaÃÃes com suporte das tecnologias digitais.” 2016. Doctoral Dissertation, Universidade Federal do Ceará. Accessed May 20, 2019. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16487 ;.

MLA Handbook (7th Edition):

Castro, Juscileide Braga de. “ConstruÃÃo do conceito de covariaÃÃo por estudantes do ensino fundamental em ambientes de mÃltiplas representaÃÃes com suporte das tecnologias digitais.” 2016. Web. 20 May 2019.

Vancouver:

Castro JBd. ConstruÃÃo do conceito de covariaÃÃo por estudantes do ensino fundamental em ambientes de mÃltiplas representaÃÃes com suporte das tecnologias digitais. [Internet] [Doctoral dissertation]. Universidade Federal do Ceará 2016. [cited 2019 May 20]. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16487 ;.

Council of Science Editors:

Castro JBd. ConstruÃÃo do conceito de covariaÃÃo por estudantes do ensino fundamental em ambientes de mÃltiplas representaÃÃes com suporte das tecnologias digitais. [Doctoral Dissertation]. Universidade Federal do Ceará 2016. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16487 ;

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