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You searched for subject:(Procedural knowledge). Showing records 1 – 30 of 65 total matches.

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Penn State University

1. Ntshalintshali, General M. Instructional Effects of Refutation Text on Different Types of Knowledge.

Degree: PhD, Learning, Design, and Technology, 2013, Penn State University

 This quantitative experimental study examined the instructional impact of conceptual change-oriented refutation text on the development of different types of knowledge of college students. First… (more)

Subjects/Keywords: refutation text; declarative knowledge; conceptual knowledge; procedural knowledge; misconception; conceptual change

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APA (6th Edition):

Ntshalintshali, G. M. (2013). Instructional Effects of Refutation Text on Different Types of Knowledge. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21108

Chicago Manual of Style (16th Edition):

Ntshalintshali, General M. “Instructional Effects of Refutation Text on Different Types of Knowledge.” 2013. Doctoral Dissertation, Penn State University. Accessed December 15, 2019. https://etda.libraries.psu.edu/catalog/21108.

MLA Handbook (7th Edition):

Ntshalintshali, General M. “Instructional Effects of Refutation Text on Different Types of Knowledge.” 2013. Web. 15 Dec 2019.

Vancouver:

Ntshalintshali GM. Instructional Effects of Refutation Text on Different Types of Knowledge. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Dec 15]. Available from: https://etda.libraries.psu.edu/catalog/21108.

Council of Science Editors:

Ntshalintshali GM. Instructional Effects of Refutation Text on Different Types of Knowledge. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/21108


University of Alberta

2. Shave, Kassi DR. Procedural pain in children: A qualitative study of caregiver experiences and information needs.

Degree: MS, Medical Sciences-Paediatrics, 2016, University of Alberta

 Background: Procedural pain is the unpleasant sensory and emotional experience children endure when undergoing a medically situated intervention that may cause pain, anxiety, or distress.… (more)

Subjects/Keywords: procedural pain; knowledge translation; pediatrics; emergency medicine

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APA (6th Edition):

Shave, K. D. (2016). Procedural pain in children: A qualitative study of caregiver experiences and information needs. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cx346d4429

Chicago Manual of Style (16th Edition):

Shave, Kassi DR. “Procedural pain in children: A qualitative study of caregiver experiences and information needs.” 2016. Masters Thesis, University of Alberta. Accessed December 15, 2019. https://era.library.ualberta.ca/files/cx346d4429.

MLA Handbook (7th Edition):

Shave, Kassi DR. “Procedural pain in children: A qualitative study of caregiver experiences and information needs.” 2016. Web. 15 Dec 2019.

Vancouver:

Shave KD. Procedural pain in children: A qualitative study of caregiver experiences and information needs. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2019 Dec 15]. Available from: https://era.library.ualberta.ca/files/cx346d4429.

Council of Science Editors:

Shave KD. Procedural pain in children: A qualitative study of caregiver experiences and information needs. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cx346d4429


University of Southern California

3. Tirapelle, Leslie A. The effect of cognitive task analysis based instruction on surgical skills expertise and performance.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Cognitive Task Analysis (CTA) is a method of eliciting knowledge from experts that can inform more comprehensive instructional support materials for novices. The traditional lecture… (more)

Subjects/Keywords: automated knowledge; cognitive task analysis; open cricothyrotomy; procedural knowledge; procedural skills; surgical skills instruction

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APA (6th Edition):

Tirapelle, L. A. (2010). The effect of cognitive task analysis based instruction on surgical skills expertise and performance. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328092/rec/6592

Chicago Manual of Style (16th Edition):

Tirapelle, Leslie A. “The effect of cognitive task analysis based instruction on surgical skills expertise and performance.” 2010. Doctoral Dissertation, University of Southern California. Accessed December 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328092/rec/6592.

MLA Handbook (7th Edition):

Tirapelle, Leslie A. “The effect of cognitive task analysis based instruction on surgical skills expertise and performance.” 2010. Web. 15 Dec 2019.

Vancouver:

Tirapelle LA. The effect of cognitive task analysis based instruction on surgical skills expertise and performance. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Dec 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328092/rec/6592.

Council of Science Editors:

Tirapelle LA. The effect of cognitive task analysis based instruction on surgical skills expertise and performance. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/328092/rec/6592


University of Southern California

4. Mutie, Acquillahs Muteti. The use of cognitive task analysis to capture expert instruction in teaching mathematics.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this study was to apply Cognitive Task Analysis (CTA) methods to capture expert mathematics instruction in solving quadratic equations. CTA seeks to… (more)

Subjects/Keywords: cognitive task analysis; expert; subject matter experts; procedural knowledge; declarative knowledge

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APA (6th Edition):

Mutie, A. M. (2015). The use of cognitive task analysis to capture expert instruction in teaching mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523136/rec/7372

Chicago Manual of Style (16th Edition):

Mutie, Acquillahs Muteti. “The use of cognitive task analysis to capture expert instruction in teaching mathematics.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523136/rec/7372.

MLA Handbook (7th Edition):

Mutie, Acquillahs Muteti. “The use of cognitive task analysis to capture expert instruction in teaching mathematics.” 2015. Web. 15 Dec 2019.

Vancouver:

Mutie AM. The use of cognitive task analysis to capture expert instruction in teaching mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523136/rec/7372.

Council of Science Editors:

Mutie AM. The use of cognitive task analysis to capture expert instruction in teaching mathematics. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/523136/rec/7372


George Mason University

5. Kridler, Patricia Gaffney. Procedural and Conceptual Knowledge: A Balanced Approach? .

Degree: 2012, George Mason University

 Mathematics curricula tend to focus either on the development of procedural knowledge or conceptual knowledge yet research support an iterative development of these knowledge types.… (more)

Subjects/Keywords: procedural knowledge; conceptual knowledge; mathematics; curriculum and instruction; teaching resources

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APA (6th Edition):

Kridler, P. G. (2012). Procedural and Conceptual Knowledge: A Balanced Approach? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7942

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):

Kridler, Patricia Gaffney. “Procedural and Conceptual Knowledge: A Balanced Approach? .” 2012. Thesis, George Mason University. Accessed December 15, 2019. http://hdl.handle.net/1920/7942.

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

MLA Handbook (7th Edition):

Kridler, Patricia Gaffney. “Procedural and Conceptual Knowledge: A Balanced Approach? .” 2012. Web. 15 Dec 2019.

Vancouver:

Kridler PG. Procedural and Conceptual Knowledge: A Balanced Approach? . [Internet] [Thesis]. George Mason University; 2012. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1920/7942.

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

Council of Science Editors:

Kridler PG. Procedural and Conceptual Knowledge: A Balanced Approach? . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7942

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


Boston College

6. Kim, Rina. South Korean elementary teachers' knowledge for teaching mathematics.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Operating under the assumption that elementary… (more)

Subjects/Keywords: Knowledge for Teaching Mathematics; Mathematics Conceptual Knowledge; Mathematics Curriculum Knowledge; Mathematics Learner Knowledge; Mathematics Pedagogical Procedural Knowledge; Pedagogical Content Knowledge

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APA (6th Edition):

Kim, R. (2014). South Korean elementary teachers' knowledge for teaching mathematics. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104388

Chicago Manual of Style (16th Edition):

Kim, Rina. “South Korean elementary teachers' knowledge for teaching mathematics.” 2014. Doctoral Dissertation, Boston College. Accessed December 15, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104388.

MLA Handbook (7th Edition):

Kim, Rina. “South Korean elementary teachers' knowledge for teaching mathematics.” 2014. Web. 15 Dec 2019.

Vancouver:

Kim R. South Korean elementary teachers' knowledge for teaching mathematics. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2019 Dec 15]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104388.

Council of Science Editors:

Kim R. South Korean elementary teachers' knowledge for teaching mathematics. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104388


University of Pretoria

7. Mthethwa-Kunene, K.F.E. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.

Degree: PhD, Humanities Education, 2014, University of Pretoria

 Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said… (more)

Subjects/Keywords: *; Conditional knowledge; Content knowledge; Declarative knowledge; Genetics; UCTD; Learning difficulties; Pedagogical content knowledge (PCK); Procedural knowledge; Biology teacher

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APA (6th Edition):

Mthethwa-Kunene, K.F.E.. (2014). Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43191

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Doctoral Dissertation, University of Pretoria. Accessed December 15, 2019. http://hdl.handle.net/2263/43191.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Mthethwa-Kunene, K.F.E.. “Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland.” 2014. Web. 15 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2263/43191.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Mthethwa-Kunene, K.F.E.. Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43191

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of South Africa

8. Naicker, Ashley Soobramoney. Conceptual and procedural difficulties experienced by National Certificate vocational level 4 students in solving factorisation problems at a Kwazulu-Natal technology centre.

Degree: 2017, University of South Africa

 The purpose of this interpretive qualitative study was to determine the extent of conceptual and procedural difficulties that NCV Level 4 students encountered when factorising… (more)

Subjects/Keywords: Conceptual knowledge; Difficulties; Factorisation; National Certificate Vocational procedural knowledge; Procedural flexibility; Teaching strategies; Zone of proximal development

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APA (6th Edition):

Naicker, A. S. (2017). Conceptual and procedural difficulties experienced by National Certificate vocational level 4 students in solving factorisation problems at a Kwazulu-Natal technology centre. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24969

Chicago Manual of Style (16th Edition):

Naicker, Ashley Soobramoney. “Conceptual and procedural difficulties experienced by National Certificate vocational level 4 students in solving factorisation problems at a Kwazulu-Natal technology centre.” 2017. Masters Thesis, University of South Africa. Accessed December 15, 2019. http://hdl.handle.net/10500/24969.

MLA Handbook (7th Edition):

Naicker, Ashley Soobramoney. “Conceptual and procedural difficulties experienced by National Certificate vocational level 4 students in solving factorisation problems at a Kwazulu-Natal technology centre.” 2017. Web. 15 Dec 2019.

Vancouver:

Naicker AS. Conceptual and procedural difficulties experienced by National Certificate vocational level 4 students in solving factorisation problems at a Kwazulu-Natal technology centre. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10500/24969.

Council of Science Editors:

Naicker AS. Conceptual and procedural difficulties experienced by National Certificate vocational level 4 students in solving factorisation problems at a Kwazulu-Natal technology centre. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24969


Jönköping University

9. Eriksson, Elinor. Förskollärares attityder och didaktiska val i naturvetenskap : En kvalitativ studie ur ett sociokulturellt perspektiv.

Degree: Preschool Education Research, 2017, Jönköping University

  Enligt Läroplanen för förskolan (Skolverket, 2016) har förskollärare en skyldighet att undervisa i naturvetenskap samt ett ansvar att inspirera barnen och väcka deras nyfikenhet… (more)

Subjects/Keywords: Förskola; naturvetenskap; conceptual knowledge; procedural knowledge; kunskapsinriktat arbetssätt; processinriktiat arbetssätt; sociokulturell teori; Pedagogy; Pedagogik

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APA (6th Edition):

Eriksson, E. (2017). Förskollärares attityder och didaktiska val i naturvetenskap : En kvalitativ studie ur ett sociokulturellt perspektiv. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37600

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):

Eriksson, Elinor. “Förskollärares attityder och didaktiska val i naturvetenskap : En kvalitativ studie ur ett sociokulturellt perspektiv.” 2017. Thesis, Jönköping University. Accessed December 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37600.

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

MLA Handbook (7th Edition):

Eriksson, Elinor. “Förskollärares attityder och didaktiska val i naturvetenskap : En kvalitativ studie ur ett sociokulturellt perspektiv.” 2017. Web. 15 Dec 2019.

Vancouver:

Eriksson E. Förskollärares attityder och didaktiska val i naturvetenskap : En kvalitativ studie ur ett sociokulturellt perspektiv. [Internet] [Thesis]. Jönköping University; 2017. [cited 2019 Dec 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37600.

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

Council of Science Editors:

Eriksson E. Förskollärares attityder och didaktiska val i naturvetenskap : En kvalitativ studie ur ett sociokulturellt perspektiv. [Thesis]. Jönköping University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37600

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


University of Ottawa

10. Atas, Sait. Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA .

Degree: 2019, University of Ottawa

 This study assessed the knowledge structure of undergraduate participants related to previously determined critical concepts of Analysis of Variance (ANOVA) by using Pathfinder networks. Three… (more)

Subjects/Keywords: Informal Inferential Reasoning; Conceptual Knowledge; Procedural Knowledge; Formative Assessment; Feedback; Statistics Education

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APA (6th Edition):

Atas, S. (2019). Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/38935

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):

Atas, Sait. “Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA .” 2019. Thesis, University of Ottawa. Accessed December 15, 2019. http://hdl.handle.net/10393/38935.

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

MLA Handbook (7th Edition):

Atas, Sait. “Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA .” 2019. Web. 15 Dec 2019.

Vancouver:

Atas S. Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10393/38935.

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

Council of Science Editors:

Atas S. Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/38935

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


Penn State University

11. Cook, Michael. A COMPARISON OF THE EFFECTIVENESS OF WORKED EXAMPLES AND PRODUCTIVE FAILURE IN LEARNING PROCEDURAL AND CONCEPTUAL KNOWLEDGE RELATED TO STATISTICS.

Degree: 2017, Penn State University

 In statistics instruction, strategies that promote initial student success in instruction, such as worked examples, are frequently used. There is evidence that difficulties at the… (more)

Subjects/Keywords: statistics instruction; worked examples; productive failure; procedural knowledge; conceptual knowledge; cognitive load

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APA (6th Edition):

Cook, M. (2017). A COMPARISON OF THE EFFECTIVENESS OF WORKED EXAMPLES AND PRODUCTIVE FAILURE IN LEARNING PROCEDURAL AND CONCEPTUAL KNOWLEDGE RELATED TO STATISTICS. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14382mac397

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):

Cook, Michael. “A COMPARISON OF THE EFFECTIVENESS OF WORKED EXAMPLES AND PRODUCTIVE FAILURE IN LEARNING PROCEDURAL AND CONCEPTUAL KNOWLEDGE RELATED TO STATISTICS.” 2017. Thesis, Penn State University. Accessed December 15, 2019. https://etda.libraries.psu.edu/catalog/14382mac397.

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

MLA Handbook (7th Edition):

Cook, Michael. “A COMPARISON OF THE EFFECTIVENESS OF WORKED EXAMPLES AND PRODUCTIVE FAILURE IN LEARNING PROCEDURAL AND CONCEPTUAL KNOWLEDGE RELATED TO STATISTICS.” 2017. Web. 15 Dec 2019.

Vancouver:

Cook M. A COMPARISON OF THE EFFECTIVENESS OF WORKED EXAMPLES AND PRODUCTIVE FAILURE IN LEARNING PROCEDURAL AND CONCEPTUAL KNOWLEDGE RELATED TO STATISTICS. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Dec 15]. Available from: https://etda.libraries.psu.edu/catalog/14382mac397.

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

Council of Science Editors:

Cook M. A COMPARISON OF THE EFFECTIVENESS OF WORKED EXAMPLES AND PRODUCTIVE FAILURE IN LEARNING PROCEDURAL AND CONCEPTUAL KNOWLEDGE RELATED TO STATISTICS. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/14382mac397

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


San Jose State University

12. La Joy, Jonna Rose. Procedural and Conceptual Knowledge of Fractions: The Relationship with Self-Concept in Mathematics.

Degree: MA, Child and Adolescent Development, 2013, San Jose State University

Procedural and conceptual knowledge are important to mathematics achievement as well as mathematical self-efficacy and attitudes towards mathematics. The purpose of this study was… (more)

Subjects/Keywords: attitudes towards mathematics; conceptual knowledge; mathematical self-efficacy; mathematics education; procedural knowledge

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

APA (6th Edition):

La Joy, J. R. (2013). Procedural and Conceptual Knowledge of Fractions: The Relationship with Self-Concept in Mathematics. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.w24q-knvz ; https://scholarworks.sjsu.edu/etd_theses/4285

Chicago Manual of Style (16th Edition):

La Joy, Jonna Rose. “Procedural and Conceptual Knowledge of Fractions: The Relationship with Self-Concept in Mathematics.” 2013. Masters Thesis, San Jose State University. Accessed December 15, 2019. https://doi.org/10.31979/etd.w24q-knvz ; https://scholarworks.sjsu.edu/etd_theses/4285.

MLA Handbook (7th Edition):

La Joy, Jonna Rose. “Procedural and Conceptual Knowledge of Fractions: The Relationship with Self-Concept in Mathematics.” 2013. Web. 15 Dec 2019.

Vancouver:

La Joy JR. Procedural and Conceptual Knowledge of Fractions: The Relationship with Self-Concept in Mathematics. [Internet] [Masters thesis]. San Jose State University; 2013. [cited 2019 Dec 15]. Available from: https://doi.org/10.31979/etd.w24q-knvz ; https://scholarworks.sjsu.edu/etd_theses/4285.

Council of Science Editors:

La Joy JR. Procedural and Conceptual Knowledge of Fractions: The Relationship with Self-Concept in Mathematics. [Masters Thesis]. San Jose State University; 2013. Available from: https://doi.org/10.31979/etd.w24q-knvz ; https://scholarworks.sjsu.edu/etd_theses/4285


Texas A&M University

13. Ross, Amanda Ann. The effects of constructivist teaching approaches on middle school students' algebraic understanding.

Degree: 2009, Texas A&M University

 The goal in mathematics has shifted towards an emphasis on both procedural knowledge and conceptual understanding. The importance of gaining procedural knowledge and conceptual understanding… (more)

Subjects/Keywords: Procedural knowledge; Conceptual understanding; Representation; Constructivist teaching approaches; Engagement

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APA (6th Edition):

Ross, A. A. (2009). The effects of constructivist teaching approaches on middle school students' algebraic understanding. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1777

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):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Thesis, Texas A&M University. Accessed December 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

MLA Handbook (7th Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Web. 15 Dec 2019.

Vancouver:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

Council of Science Editors:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777

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


Louisiana State University

14. Solh, Haitham Sleiman. Investigating conceptual teaching strategies in a computer based mathematics curriculum: the case of R2R.

Degree: PhD, Education, 2009, Louisiana State University

 This study investigated the various teaching strategies implemented by the teachers in a computer-based Mathematics course delivery model created by the LSU Math Department and… (more)

Subjects/Keywords: conceptual and procedural knowledge; computer assisted instruction; Technology

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

APA (6th Edition):

Solh, H. S. (2009). Investigating conceptual teaching strategies in a computer based mathematics curriculum: the case of R2R. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07082009-210213 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3426

Chicago Manual of Style (16th Edition):

Solh, Haitham Sleiman. “Investigating conceptual teaching strategies in a computer based mathematics curriculum: the case of R2R.” 2009. Doctoral Dissertation, Louisiana State University. Accessed December 15, 2019. etd-07082009-210213 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3426.

MLA Handbook (7th Edition):

Solh, Haitham Sleiman. “Investigating conceptual teaching strategies in a computer based mathematics curriculum: the case of R2R.” 2009. Web. 15 Dec 2019.

Vancouver:

Solh HS. Investigating conceptual teaching strategies in a computer based mathematics curriculum: the case of R2R. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Dec 15]. Available from: etd-07082009-210213 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3426.

Council of Science Editors:

Solh HS. Investigating conceptual teaching strategies in a computer based mathematics curriculum: the case of R2R. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-07082009-210213 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3426


University of South Africa

15. Mogane, Maria Gadifele. Relationship between the attitude of first year medical students towards chemistry and their learning outcomes .

Degree: 2010, University of South Africa

 Several factors that are known to influence attitudes of students towards learning have been documented. Some of these factors have been found to affect the… (more)

Subjects/Keywords: Attitudes; Learning outcomes; Medical students; Procedural knowledge; Declarative

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

APA (6th Edition):

Mogane, M. G. (2010). Relationship between the attitude of first year medical students towards chemistry and their learning outcomes . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3266

Chicago Manual of Style (16th Edition):

Mogane, Maria Gadifele. “Relationship between the attitude of first year medical students towards chemistry and their learning outcomes .” 2010. Masters Thesis, University of South Africa. Accessed December 15, 2019. http://hdl.handle.net/10500/3266.

MLA Handbook (7th Edition):

Mogane, Maria Gadifele. “Relationship between the attitude of first year medical students towards chemistry and their learning outcomes .” 2010. Web. 15 Dec 2019.

Vancouver:

Mogane MG. Relationship between the attitude of first year medical students towards chemistry and their learning outcomes . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10500/3266.

Council of Science Editors:

Mogane MG. Relationship between the attitude of first year medical students towards chemistry and their learning outcomes . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3266


University of South Africa

16. Maluleke, Richard. The role of technology teachers' knowledge in promoting Grade 7 learners' higher order thinking skills in Johannesburg West District of Gauteng Province .

Degree: 2013, University of South Africa

 The aim of this study was to investigate the role of Technology teachers’ knowledge in promoting learners’ higher order thinking skills. This aim was addressed… (more)

Subjects/Keywords: Technology Education; Thinking skills; Creative thinking; Critical thinking; Higher order thinking; Teacher knowledge; Pedagogical knowledge; Assessment knowledge; Content knowledge; Conceptual knowledge; Procedural knowledge

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

APA (6th Edition):

Maluleke, R. (2013). The role of technology teachers' knowledge in promoting Grade 7 learners' higher order thinking skills in Johannesburg West District of Gauteng Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11831

Chicago Manual of Style (16th Edition):

Maluleke, Richard. “The role of technology teachers' knowledge in promoting Grade 7 learners' higher order thinking skills in Johannesburg West District of Gauteng Province .” 2013. Masters Thesis, University of South Africa. Accessed December 15, 2019. http://hdl.handle.net/10500/11831.

MLA Handbook (7th Edition):

Maluleke, Richard. “The role of technology teachers' knowledge in promoting Grade 7 learners' higher order thinking skills in Johannesburg West District of Gauteng Province .” 2013. Web. 15 Dec 2019.

Vancouver:

Maluleke R. The role of technology teachers' knowledge in promoting Grade 7 learners' higher order thinking skills in Johannesburg West District of Gauteng Province . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10500/11831.

Council of Science Editors:

Maluleke R. The role of technology teachers' knowledge in promoting Grade 7 learners' higher order thinking skills in Johannesburg West District of Gauteng Province . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11831


University of Pretoria

17. Ijeh, Sunday Bomboi. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.

Degree: Science, Mathematics and Technology Education, 2013, University of Pretoria

 This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical… (more)

Subjects/Keywords: Conceptual knowledge; Pck; Procedural knowledge; Pedagogical knowledge; Pedagogical content knowledge; Subject matter content knowledge; Learning difficulties; Competent teachers; Instructional strategies; Conceptions; Data handling; UCTD

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

APA (6th Edition):

Ijeh, S. B. (2013). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24074

Chicago Manual of Style (16th Edition):

Ijeh, Sunday Bomboi. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.” 2013. Doctoral Dissertation, University of Pretoria. Accessed December 15, 2019. http://hdl.handle.net/2263/24074.

MLA Handbook (7th Edition):

Ijeh, Sunday Bomboi. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching.” 2013. Web. 15 Dec 2019.

Vancouver:

Ijeh SB. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2263/24074.

Council of Science Editors:

Ijeh SB. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching. [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/24074


University of Pretoria

18. [No author]. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .

Degree: 2013, University of Pretoria

 This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical… (more)

Subjects/Keywords: Conceptual knowledge; Pck; Procedural knowledge; Pedagogical knowledge; Pedagogical content knowledge; Subject matter content knowledge; Learning difficulties; Competent teachers; Instructional strategies; Conceptions; Data handling; UCTD

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

APA (6th Edition):

author], [. (2013). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04222013-081504/

Chicago Manual of Style (16th Edition):

author], [No. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .” 2013. Doctoral Dissertation, University of Pretoria. Accessed December 15, 2019. http://upetd.up.ac.za/thesis/available/etd-04222013-081504/.

MLA Handbook (7th Edition):

author], [No. “How competent mathematics teachers develop pedagogical content knowledge in statistics teaching .” 2013. Web. 15 Dec 2019.

Vancouver:

author] [. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2019 Dec 15]. Available from: http://upetd.up.ac.za/thesis/available/etd-04222013-081504/.

Council of Science Editors:

author] [. How competent mathematics teachers develop pedagogical content knowledge in statistics teaching . [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-04222013-081504/


Univerzitet u Beogradu

19. Ristanović, Dušan P. 1974-. Улога пројектног модела рада у настави природе и друштва.

Degree: Učiteljski fakultet, 2016, Univerzitet u Beogradu

Дидактичко-методичке науке - Методика наставе природе и друштва / Didactical-methodologycal sciences - Methodology of science teaching

У раду је истражен утицај пројектног модела рада на… (more)

Subjects/Keywords: project model of teaching; teaching science; procedural knowledge; cooperative behavior; students; teachers

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

APA (6th Edition):

Ristanović, D. P. 1. (2016). Улога пројектног модела рада у настави природе и друштва. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:10671/bdef:Content/get

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):

Ristanović, Dušan P 1974-. “Улога пројектног модела рада у настави природе и друштва.” 2016. Thesis, Univerzitet u Beogradu. Accessed December 15, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:10671/bdef:Content/get.

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

MLA Handbook (7th Edition):

Ristanović, Dušan P 1974-. “Улога пројектног модела рада у настави природе и друштва.” 2016. Web. 15 Dec 2019.

Vancouver:

Ristanović DP1. Улога пројектног модела рада у настави природе и друштва. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Dec 15]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:10671/bdef:Content/get.

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

Council of Science Editors:

Ristanović DP1. Улога пројектног модела рада у настави природе и друштва. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:10671/bdef:Content/get

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


NSYSU

20. Hsu, Hsiu-Hao. Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication.

Degree: Master, Information Management, 2014, NSYSU

 Situated learning theory states that knowledge is situated in and influenced by the context, the activity, and the culture. Thus, learning in contexts where the… (more)

Subjects/Keywords: Embodied cognition; Situated learning theory; Embodiment-based learning; Procedural knowledge; Learning performance

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

APA (6th Edition):

Hsu, H. (2014). Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719114-232249

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):

Hsu, Hsiu-Hao. “Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication.” 2014. Thesis, NSYSU. Accessed December 15, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719114-232249.

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

MLA Handbook (7th Edition):

Hsu, Hsiu-Hao. “Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication.” 2014. Web. 15 Dec 2019.

Vancouver:

Hsu H. Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication. [Internet] [Thesis]. NSYSU; 2014. [cited 2019 Dec 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719114-232249.

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

Council of Science Editors:

Hsu H. Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication. [Thesis]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719114-232249

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


Texas Tech University

21. -8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.

Degree: PhD, Curriculum and Instruction, 2016, Texas Tech University

 This qualitative comparative case study examined the interactive influences of the university teacher preparation program and the cultural context of student diversity in the classroom… (more)

Subjects/Keywords: mathematical content knowledge; procedural-based teaching; conceptual-based teaching; culturally responsive teaching

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

APA (6th Edition):

-8960-1018. (2016). Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72333

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8960-1018. “Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.” 2016. Doctoral Dissertation, Texas Tech University. Accessed December 15, 2019. http://hdl.handle.net/2346/72333.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8960-1018. “Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice.” 2016. Web. 15 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/2346/72333.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8960-1018. Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72333

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

22. Vasilopoulos, Ioannis Vasileiou. The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students.

Degree: PhD, 2014, Teesside University

 This thesis reports a research project that aims to improve the teaching and learning of introductory programming from a pedagogical and psychological viewpoint. Towards this… (more)

Subjects/Keywords: 005.1; visual programming tool; mental models; procedural programming knowledge; declarative programming knowledge; novice programmers; design principles

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

APA (6th Edition):

Vasilopoulos, I. V. (2014). The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students. (Doctoral Dissertation). Teesside University. Retrieved from http://hdl.handle.net/10149/347149

Chicago Manual of Style (16th Edition):

Vasilopoulos, Ioannis Vasileiou. “The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students.” 2014. Doctoral Dissertation, Teesside University. Accessed December 15, 2019. http://hdl.handle.net/10149/347149.

MLA Handbook (7th Edition):

Vasilopoulos, Ioannis Vasileiou. “The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students.” 2014. Web. 15 Dec 2019.

Vancouver:

Vasilopoulos IV. The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students. [Internet] [Doctoral dissertation]. Teesside University; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10149/347149.

Council of Science Editors:

Vasilopoulos IV. The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students. [Doctoral Dissertation]. Teesside University; 2014. Available from: http://hdl.handle.net/10149/347149

23. Ata, Ayla. Öğretmen adaylarının olasılık konusuna ilişkin kavramsal ve işkemsel bilgi düzeylerinin incelenmesi .

Degree: ESOGÜ, Eğitim Fakültesi, İlköğrertim Matematik Öğretmenliği, 2014, Eskisehir Osmangazi University

 Bu araştırmanın amacı, ilköğretim matematik öğretmeni adaylarının olasılık konusundaki kavramsal ve işlemsel bilgi düzeylerini incelemektir. Bu araştırmada nitel ve nicel araştırmanın bir arada kullanıldığı karma… (more)

Subjects/Keywords: Kavramsal Bilgi; Olasılık; Matematik Öğretmeni Adayı; İşlemsel Bilgi; Conceptual Knowledge; Procedural Knowledge; Probability; Prospective Mathematics Teachers

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APA (6th Edition):

Ata, A. (2014). Öğretmen adaylarının olasılık konusuna ilişkin kavramsal ve işkemsel bilgi düzeylerinin incelenmesi . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/753

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):

Ata, Ayla. “Öğretmen adaylarının olasılık konusuna ilişkin kavramsal ve işkemsel bilgi düzeylerinin incelenmesi .” 2014. Thesis, Eskisehir Osmangazi University. Accessed December 15, 2019. http://hdl.handle.net/11684/753.

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

MLA Handbook (7th Edition):

Ata, Ayla. “Öğretmen adaylarının olasılık konusuna ilişkin kavramsal ve işkemsel bilgi düzeylerinin incelenmesi .” 2014. Web. 15 Dec 2019.

Vancouver:

Ata A. Öğretmen adaylarının olasılık konusuna ilişkin kavramsal ve işkemsel bilgi düzeylerinin incelenmesi . [Internet] [Thesis]. Eskisehir Osmangazi University; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/11684/753.

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

Council of Science Editors:

Ata A. Öğretmen adaylarının olasılık konusuna ilişkin kavramsal ve işkemsel bilgi düzeylerinin incelenmesi . [Thesis]. Eskisehir Osmangazi University; 2014. Available from: http://hdl.handle.net/11684/753

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


North Carolina State University

24. Kahler, Susan. A Comparison of Knowledge Acquisition Methods for the Elicitation of Procedural Mental Models.

Degree: PhD, Psychology, 2002, North Carolina State University

 This study compared the effectiveness of two different knowledge acquisition methods in terms of their ability to measure the structure of a student's procedural mental… (more)

Subjects/Keywords: knowledge acquisition; mental models; procedural knowledge; backward thinking; Pathfinder

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

APA (6th Edition):

Kahler, S. (2002). A Comparison of Knowledge Acquisition Methods for the Elicitation of Procedural Mental Models. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/4900

Chicago Manual of Style (16th Edition):

Kahler, Susan. “A Comparison of Knowledge Acquisition Methods for the Elicitation of Procedural Mental Models.” 2002. Doctoral Dissertation, North Carolina State University. Accessed December 15, 2019. http://www.lib.ncsu.edu/resolver/1840.16/4900.

MLA Handbook (7th Edition):

Kahler, Susan. “A Comparison of Knowledge Acquisition Methods for the Elicitation of Procedural Mental Models.” 2002. Web. 15 Dec 2019.

Vancouver:

Kahler S. A Comparison of Knowledge Acquisition Methods for the Elicitation of Procedural Mental Models. [Internet] [Doctoral dissertation]. North Carolina State University; 2002. [cited 2019 Dec 15]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4900.

Council of Science Editors:

Kahler S. A Comparison of Knowledge Acquisition Methods for the Elicitation of Procedural Mental Models. [Doctoral Dissertation]. North Carolina State University; 2002. Available from: http://www.lib.ncsu.edu/resolver/1840.16/4900

25. Vasilopoulos, Ioannis Vasileiou. The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students.

Degree: PhD, 2014, Teesside University

 This thesis reports a research project that aims to improve the teaching and learning of introductory programming from a pedagogical and psychological viewpoint. Towards this… (more)

Subjects/Keywords: 005.1; visual programming tool; mental models; procedural programming knowledge; declarative programming knowledge; novice programmers; design principles

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

APA (6th Edition):

Vasilopoulos, I. V. (2014). The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students. (Doctoral Dissertation). Teesside University. Retrieved from https://research.tees.ac.uk/en/studentTheses/58975c0b-7a27-4b44-8823-8b0f87249724 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640913

Chicago Manual of Style (16th Edition):

Vasilopoulos, Ioannis Vasileiou. “The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students.” 2014. Doctoral Dissertation, Teesside University. Accessed December 15, 2019. https://research.tees.ac.uk/en/studentTheses/58975c0b-7a27-4b44-8823-8b0f87249724 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640913.

MLA Handbook (7th Edition):

Vasilopoulos, Ioannis Vasileiou. “The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students.” 2014. Web. 15 Dec 2019.

Vancouver:

Vasilopoulos IV. The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students. [Internet] [Doctoral dissertation]. Teesside University; 2014. [cited 2019 Dec 15]. Available from: https://research.tees.ac.uk/en/studentTheses/58975c0b-7a27-4b44-8823-8b0f87249724 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640913.

Council of Science Editors:

Vasilopoulos IV. The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students. [Doctoral Dissertation]. Teesside University; 2014. Available from: https://research.tees.ac.uk/en/studentTheses/58975c0b-7a27-4b44-8823-8b0f87249724 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640913


University of Lund

26. Bladini, Moa. I objektivitetens sken - en kritisk granskning av objektivitetsideal, objektivitetsanspråk och legitimeringsstrategier i diskurser om dömande i brottmål.

Degree: 2013, University of Lund

 The adjudication process is one of society’s most intrusive forms of power. To maintain the general public’s confidence in the judiciary, it is crucial that… (more)

Subjects/Keywords: Juridik; Evaluation of evidence; Critical discourse analysis; Legal knowledge; Judging; Criminal trials; Objectivity; Procedural law; Processrätt

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APA (6th Edition):

Bladini, M. (2013). I objektivitetens sken - en kritisk granskning av objektivitetsideal, objektivitetsanspråk och legitimeringsstrategier i diskurser om dömande i brottmål. (Doctoral Dissertation). University of Lund. Retrieved from http://lup.lub.lu.se/record/3601319 ; http://portal.research.lu.se/ws/files/5534329/8618963.pdf

Chicago Manual of Style (16th Edition):

Bladini, Moa. “I objektivitetens sken - en kritisk granskning av objektivitetsideal, objektivitetsanspråk och legitimeringsstrategier i diskurser om dömande i brottmål.” 2013. Doctoral Dissertation, University of Lund. Accessed December 15, 2019. http://lup.lub.lu.se/record/3601319 ; http://portal.research.lu.se/ws/files/5534329/8618963.pdf.

MLA Handbook (7th Edition):

Bladini, Moa. “I objektivitetens sken - en kritisk granskning av objektivitetsideal, objektivitetsanspråk och legitimeringsstrategier i diskurser om dömande i brottmål.” 2013. Web. 15 Dec 2019.

Vancouver:

Bladini M. I objektivitetens sken - en kritisk granskning av objektivitetsideal, objektivitetsanspråk och legitimeringsstrategier i diskurser om dömande i brottmål. [Internet] [Doctoral dissertation]. University of Lund; 2013. [cited 2019 Dec 15]. Available from: http://lup.lub.lu.se/record/3601319 ; http://portal.research.lu.se/ws/files/5534329/8618963.pdf.

Council of Science Editors:

Bladini M. I objektivitetens sken - en kritisk granskning av objektivitetsideal, objektivitetsanspråk och legitimeringsstrategier i diskurser om dömande i brottmål. [Doctoral Dissertation]. University of Lund; 2013. Available from: http://lup.lub.lu.se/record/3601319 ; http://portal.research.lu.se/ws/files/5534329/8618963.pdf


Linnaeus University

27. Lindgren, Ida. Räkna med bråk : Om gymnasieelevers kunskaper i multiplikation och division av bråk.

Degree: Physics and Mathematics, 2011, Linnaeus University

Tidigare forskning visar att bråk är ett område där många elever har problem. Syftet med den här studien är att studera gymnasieelevers matematiska kunskaper… (more)

Subjects/Keywords: fraction arithmetic; multiplication and division of fraction; procedural and conceptual knowledge; bråkräkning; multiplikation och division av bråk; procedurell och konceptuell kunskap

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

APA (6th Edition):

Lindgren, I. (2011). Räkna med bråk : Om gymnasieelevers kunskaper i multiplikation och division av bråk. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12792

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):

Lindgren, Ida. “Räkna med bråk : Om gymnasieelevers kunskaper i multiplikation och division av bråk.” 2011. Thesis, Linnaeus University. Accessed December 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12792.

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

MLA Handbook (7th Edition):

Lindgren, Ida. “Räkna med bråk : Om gymnasieelevers kunskaper i multiplikation och division av bråk.” 2011. Web. 15 Dec 2019.

Vancouver:

Lindgren I. Räkna med bråk : Om gymnasieelevers kunskaper i multiplikation och division av bråk. [Internet] [Thesis]. Linnaeus University; 2011. [cited 2019 Dec 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12792.

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

Council of Science Editors:

Lindgren I. Räkna med bråk : Om gymnasieelevers kunskaper i multiplikation och division av bråk. [Thesis]. Linnaeus University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12792

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


University of South Africa

28. Ngcamu, Esther Avis Gugulethu. Parental knowledge on HIV/AIDS in Gauteng Region 3 .

Degree: 2009, University of South Africa

 Recognizing that a parent is a key role player in fighting HIV/AIDS, the researcher conducted a study to examine and describe the knowledge parents have… (more)

Subjects/Keywords: Conceptual; Declarative; Descriptive; Episodic; HIV/AIDS; Knowledge; Parent; Procedural

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

APA (6th Edition):

Ngcamu, E. A. G. (2009). Parental knowledge on HIV/AIDS in Gauteng Region 3 . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1968

Chicago Manual of Style (16th Edition):

Ngcamu, Esther Avis Gugulethu. “Parental knowledge on HIV/AIDS in Gauteng Region 3 .” 2009. Masters Thesis, University of South Africa. Accessed December 15, 2019. http://hdl.handle.net/10500/1968.

MLA Handbook (7th Edition):

Ngcamu, Esther Avis Gugulethu. “Parental knowledge on HIV/AIDS in Gauteng Region 3 .” 2009. Web. 15 Dec 2019.

Vancouver:

Ngcamu EAG. Parental knowledge on HIV/AIDS in Gauteng Region 3 . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10500/1968.

Council of Science Editors:

Ngcamu EAG. Parental knowledge on HIV/AIDS in Gauteng Region 3 . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1968


University of South Africa

29. Chabongora, Bernadette Netsai. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .

Degree: 2011, University of South Africa

 The purpose of this thesis is to investigate opportunities to learn (OTL) algebra by grade ten learners at three Catholic secondary schools in South Africa.… (more)

Subjects/Keywords: Teaching and learning; Mathematical knowledge; Constructivism; Algebra; Opportunities to learn; Intended and enacted curriculum; Procedural; Registers of representation

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

APA (6th Edition):

Chabongora, B. N. (2011). Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/6105

Chicago Manual of Style (16th Edition):

Chabongora, Bernadette Netsai. “Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .” 2011. Doctoral Dissertation, University of South Africa. Accessed December 15, 2019. http://hdl.handle.net/10500/6105.

MLA Handbook (7th Edition):

Chabongora, Bernadette Netsai. “Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .” 2011. Web. 15 Dec 2019.

Vancouver:

Chabongora BN. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10500/6105.

Council of Science Editors:

Chabongora BN. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/6105


University of South Carolina

30. Smoak, Amanda Marie. The Impact of Journal Writing on Students’ Understanding of Rational Number Operations of Eight Seventh Grade Students at Jackson Middle School.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  The purpose of this study was to examine the impact of journal writing on eight seventh grade math students’ understanding of rational numbers in… (more)

Subjects/Keywords: Curriculum and Instruction; Education; procedural knowledge; conceptual understanding; instrumental mathematics; journal writing; relational mathematics; rational numbers; mathematical operations

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

APA (6th Edition):

Smoak, A. M. (2017). The Impact of Journal Writing on Students’ Understanding of Rational Number Operations of Eight Seventh Grade Students at Jackson Middle School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4272

Chicago Manual of Style (16th Edition):

Smoak, Amanda Marie. “The Impact of Journal Writing on Students’ Understanding of Rational Number Operations of Eight Seventh Grade Students at Jackson Middle School.” 2017. Doctoral Dissertation, University of South Carolina. Accessed December 15, 2019. https://scholarcommons.sc.edu/etd/4272.

MLA Handbook (7th Edition):

Smoak, Amanda Marie. “The Impact of Journal Writing on Students’ Understanding of Rational Number Operations of Eight Seventh Grade Students at Jackson Middle School.” 2017. Web. 15 Dec 2019.

Vancouver:

Smoak AM. The Impact of Journal Writing on Students’ Understanding of Rational Number Operations of Eight Seventh Grade Students at Jackson Middle School. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Dec 15]. Available from: https://scholarcommons.sc.edu/etd/4272.

Council of Science Editors:

Smoak AM. The Impact of Journal Writing on Students’ Understanding of Rational Number Operations of Eight Seventh Grade Students at Jackson Middle School. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4272

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