Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

University: Montana State University

You searched for subject:(Reasoning). Showing records 1 – 23 of 23 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Montana State University

1. Tawil, Martin A. Classroom debates : a tool to enhance critical thinking in science.

Degree: Graduate School, 2016, Montana State University

 The purpose of this study is to examine the effects of debating on the perception of students' critical thinking disposition. The participants were members in… (more)

Subjects/Keywords: College students.; Debates and debating.; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tawil, M. A. (2016). Classroom debates : a tool to enhance critical thinking in science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10099

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):

Tawil, Martin A. “Classroom debates : a tool to enhance critical thinking in science.” 2016. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10099.

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

MLA Handbook (7th Edition):

Tawil, Martin A. “Classroom debates : a tool to enhance critical thinking in science.” 2016. Web. 17 Jul 2019.

Vancouver:

Tawil MA. Classroom debates : a tool to enhance critical thinking in science. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10099.

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

Council of Science Editors:

Tawil MA. Classroom debates : a tool to enhance critical thinking in science. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10099

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


Montana State University

2. Capp, Katie. The effects of direct mathematical instruction in science classes on mathematical based science reasoning.

Degree: College of Letters & Science, 2017, Montana State University

 Students at Belgrade High School appear to have limited understanding of the interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences. I… (more)

Subjects/Keywords: Biology.; Mathematics.; High school students.; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Capp, K. (2017). The effects of direct mathematical instruction in science classes on mathematical based science reasoning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13642

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):

Capp, Katie. “The effects of direct mathematical instruction in science classes on mathematical based science reasoning.” 2017. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13642.

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

MLA Handbook (7th Edition):

Capp, Katie. “The effects of direct mathematical instruction in science classes on mathematical based science reasoning.” 2017. Web. 17 Jul 2019.

Vancouver:

Capp K. The effects of direct mathematical instruction in science classes on mathematical based science reasoning. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13642.

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

Council of Science Editors:

Capp K. The effects of direct mathematical instruction in science classes on mathematical based science reasoning. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13642

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


Montana State University

3. Heredia, Isabel. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 This classroom action research project is inspired by the belief that 'life outside of school is better characterized as a series of transfer opportunities than… (more)

Subjects/Keywords: Science.; Middle school students.; Critical thinking.; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Heredia, I. (2017). Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13664

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):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13664.

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

MLA Handbook (7th Edition):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Web. 17 Jul 2019.

Vancouver:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664.

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

Council of Science Editors:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664

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


Montana State University

4. Loch, Quinten. The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations.

Degree: College of Letters & Science, 2017, Montana State University

 When making arguments in scientific writing, students struggle with using evidence and reasoning when making claims. Over the course of six weeks, ninth grade biology… (more)

Subjects/Keywords: Biology.; Ninth grade (Education).; Science Experiments.; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Loch, Q. (2017). The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13677

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):

Loch, Quinten. “The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations.” 2017. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13677.

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

MLA Handbook (7th Edition):

Loch, Quinten. “The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations.” 2017. Web. 17 Jul 2019.

Vancouver:

Loch Q. The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13677.

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

Council of Science Editors:

Loch Q. The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13677

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


Montana State University

5. Crofutt, Justi R. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.

Degree: Graduate School, 2014, Montana State University

 This study considers the effectiveness of case-based learning (CBL) on student motivation, the development of higher-order thinking skills, and college preparedness in a high school… (more)

Subjects/Keywords: Physiology.; Case-based reasoning.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Crofutt, J. R. (2014). The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3541

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):

Crofutt, Justi R. “The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.” 2014. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3541.

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

MLA Handbook (7th Edition):

Crofutt, Justi R. “The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.” 2014. Web. 17 Jul 2019.

Vancouver:

Crofutt JR. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3541.

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

Council of Science Editors:

Crofutt JR. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3541

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


Montana State University

6. Thati, Venkatesh. Automated coding of AD-417 forms using case-based reasoning.

Degree: College of Engineering, 1995, Montana State University

Subjects/Keywords: Case-based reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thati, V. (1995). Automated coding of AD-417 forms using case-based reasoning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/7575

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):

Thati, Venkatesh. “Automated coding of AD-417 forms using case-based reasoning.” 1995. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/7575.

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

MLA Handbook (7th Edition):

Thati, Venkatesh. “Automated coding of AD-417 forms using case-based reasoning.” 1995. Web. 17 Jul 2019.

Vancouver:

Thati V. Automated coding of AD-417 forms using case-based reasoning. [Internet] [Thesis]. Montana State University; 1995. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7575.

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

Council of Science Editors:

Thati V. Automated coding of AD-417 forms using case-based reasoning. [Thesis]. Montana State University; 1995. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7575

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


Montana State University

7. Pichette, Claire F. Writing arguments with evidence: the claim-evidence-reasoning framework and scientific literacy.

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

 Tenth-grade students were struggling to meet proficiency levels in argumentative writing activities and often made claims in science discussions without using evidence and reason to… (more)

Subjects/Keywords: Biology.; High school students.; Evidence.; Reasoning.; Writing.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pichette, C. F. (2018). Writing arguments with evidence: the claim-evidence-reasoning framework and scientific literacy. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14799

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):

Pichette, Claire F. “Writing arguments with evidence: the claim-evidence-reasoning framework and scientific literacy.” 2018. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14799.

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

MLA Handbook (7th Edition):

Pichette, Claire F. “Writing arguments with evidence: the claim-evidence-reasoning framework and scientific literacy.” 2018. Web. 17 Jul 2019.

Vancouver:

Pichette CF. Writing arguments with evidence: the claim-evidence-reasoning framework and scientific literacy. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14799.

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

Council of Science Editors:

Pichette CF. Writing arguments with evidence: the claim-evidence-reasoning framework and scientific literacy. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14799

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


Montana State University

8. Pelliccia, Chris A. Graphing and estimation as tools to improve critical thinking in high school chemistry students.

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

 High school conceptual chemistry students engaged in daily estimation activities and frequent in-class graphing to practice mathematical reasoning, argumentation, and visual analysis. Students applied those… (more)

Subjects/Keywords: Chemistry.; High school students.; Reasoning.; Graphic methods.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pelliccia, C. A. (2018). Graphing and estimation as tools to improve critical thinking in high school chemistry students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14798

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):

Pelliccia, Chris A. “Graphing and estimation as tools to improve critical thinking in high school chemistry students.” 2018. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14798.

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

MLA Handbook (7th Edition):

Pelliccia, Chris A. “Graphing and estimation as tools to improve critical thinking in high school chemistry students.” 2018. Web. 17 Jul 2019.

Vancouver:

Pelliccia CA. Graphing and estimation as tools to improve critical thinking in high school chemistry students. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14798.

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

Council of Science Editors:

Pelliccia CA. Graphing and estimation as tools to improve critical thinking in high school chemistry students. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14798

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


Montana State University

9. Twitchell, Katherine Marie. The effects of explicitly teaching Bloom's taxonomy and providing direct student practice in the high school science classroom to increase student success and confidence on higher-order thinking.

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

 This action research study aims to address the lack of critical thinking skills present in students observed during my 7 years of teaching both in… (more)

Subjects/Keywords: Biology.; High school students.; Reasoning.; Critical thinking.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Twitchell, K. M. (2018). The effects of explicitly teaching Bloom's taxonomy and providing direct student practice in the high school science classroom to increase student success and confidence on higher-order thinking. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14814

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):

Twitchell, Katherine Marie. “The effects of explicitly teaching Bloom's taxonomy and providing direct student practice in the high school science classroom to increase student success and confidence on higher-order thinking.” 2018. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14814.

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

MLA Handbook (7th Edition):

Twitchell, Katherine Marie. “The effects of explicitly teaching Bloom's taxonomy and providing direct student practice in the high school science classroom to increase student success and confidence on higher-order thinking.” 2018. Web. 17 Jul 2019.

Vancouver:

Twitchell KM. The effects of explicitly teaching Bloom's taxonomy and providing direct student practice in the high school science classroom to increase student success and confidence on higher-order thinking. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14814.

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

Council of Science Editors:

Twitchell KM. The effects of explicitly teaching Bloom's taxonomy and providing direct student practice in the high school science classroom to increase student success and confidence on higher-order thinking. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14814

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


Montana State University

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

Degree: Graduate School, 2016, Montana State University

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

MLA Handbook (7th Edition):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Web. 17 Jul 2019.

Vancouver:

Bidwell TA. The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

Council of Science Editors:

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

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


Montana State University

11. Traut, Johanna. Forming explanations from evidence using the claim-evidence-reasoning framework.

Degree: College of Letters & Science, 2017, Montana State University

 While the students perform labs and get results, they do not take the time to carefully analyze the results and draw conclusions that relate the… (more)

Subjects/Keywords: Earth sciences.; High school students.; Reasoning.; Science Experiments.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Traut, J. (2017). Forming explanations from evidence using the claim-evidence-reasoning framework. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13700

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):

Traut, Johanna. “Forming explanations from evidence using the claim-evidence-reasoning framework.” 2017. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13700.

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

MLA Handbook (7th Edition):

Traut, Johanna. “Forming explanations from evidence using the claim-evidence-reasoning framework.” 2017. Web. 17 Jul 2019.

Vancouver:

Traut J. Forming explanations from evidence using the claim-evidence-reasoning framework. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13700.

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

Council of Science Editors:

Traut J. Forming explanations from evidence using the claim-evidence-reasoning framework. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13700

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


Montana State University

12. Knapik, Kevin. The impact of peer reivew on constructing arguments based on the claim-evidence-reasoning framework.

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

 Classroom peer review strategies have the potential to help students engage in a vital practice of the scientific community. Performing peer and self-critique helped students… (more)

Subjects/Keywords: Biology.; High school students.; Reasoning.; Criticism.; Evidence.; Science Experiments.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Knapik, K. (2018). The impact of peer reivew on constructing arguments based on the claim-evidence-reasoning framework. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14788

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):

Knapik, Kevin. “The impact of peer reivew on constructing arguments based on the claim-evidence-reasoning framework.” 2018. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14788.

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

MLA Handbook (7th Edition):

Knapik, Kevin. “The impact of peer reivew on constructing arguments based on the claim-evidence-reasoning framework.” 2018. Web. 17 Jul 2019.

Vancouver:

Knapik K. The impact of peer reivew on constructing arguments based on the claim-evidence-reasoning framework. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14788.

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

Council of Science Editors:

Knapik K. The impact of peer reivew on constructing arguments based on the claim-evidence-reasoning framework. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14788

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


Montana State University

13. Waller, Jessica Jo. The effect of the conceptual change model on misconceptions in 9th grade physics.

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

 Overcoming students' misconceptions is a real problem for science teachers. Much of what we understand about the world comes from personal experience and if that… (more)

Subjects/Keywords: Physics.; High school students.; Experiential learning.; Concept learning.; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Waller, J. J. (2018). The effect of the conceptual change model on misconceptions in 9th grade physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14817

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):

Waller, Jessica Jo. “The effect of the conceptual change model on misconceptions in 9th grade physics.” 2018. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14817.

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

MLA Handbook (7th Edition):

Waller, Jessica Jo. “The effect of the conceptual change model on misconceptions in 9th grade physics.” 2018. Web. 17 Jul 2019.

Vancouver:

Waller JJ. The effect of the conceptual change model on misconceptions in 9th grade physics. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14817.

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

Council of Science Editors:

Waller JJ. The effect of the conceptual change model on misconceptions in 9th grade physics. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14817

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


Montana State University

14. Apedaile, Lily Anne. Primary literature in the science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 Currently, Science, Technology, Engineering, and Mathematics (STEM) degrees and career pathways are seeing a declining number of people entering these fields. Because of this decline… (more)

Subjects/Keywords: Science, Technology, Engineering and Mathematics (Education).; Reasoning.; High school students.; Active learning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Apedaile, L. A. (2017). Primary literature in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13626

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):

Apedaile, Lily Anne. “Primary literature in the science classroom.” 2017. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13626.

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

MLA Handbook (7th Edition):

Apedaile, Lily Anne. “Primary literature in the science classroom.” 2017. Web. 17 Jul 2019.

Vancouver:

Apedaile LA. Primary literature in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13626.

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

Council of Science Editors:

Apedaile LA. Primary literature in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13626

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


Montana State University

15. Keller, Aaron Adam. Impact of process-oriented guided inquiry learning on chemistry students.

Degree: College of Letters & Science, 2017, Montana State University

 Educating students in science using traditional methods such as lecture and demonstrations is not effective with the majority of students. Alternative methods such as the… (more)

Subjects/Keywords: Chemistry.; High school students.; Process-oriented guided inquiry learning.; Science Experiments.; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Keller, A. A. (2017). Impact of process-oriented guided inquiry learning on chemistry students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13670

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):

Keller, Aaron Adam. “Impact of process-oriented guided inquiry learning on chemistry students.” 2017. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13670.

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

MLA Handbook (7th Edition):

Keller, Aaron Adam. “Impact of process-oriented guided inquiry learning on chemistry students.” 2017. Web. 17 Jul 2019.

Vancouver:

Keller AA. Impact of process-oriented guided inquiry learning on chemistry students. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13670.

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

Council of Science Editors:

Keller AA. Impact of process-oriented guided inquiry learning on chemistry students. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13670

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


Montana State University

16. Riley, Kathy Jo. An investigation of prospective secondary mathematics teachers' conceptions of proof and refutations.

Degree: College of Education, Health & Human Development, 2003, Montana State University

Subjects/Keywords: Mathematics teachers.; Evidence.; Reasoning.; Education, Secondary.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Riley, K. J. (2003). An investigation of prospective secondary mathematics teachers' conceptions of proof and refutations. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8385

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):

Riley, Kathy Jo. “An investigation of prospective secondary mathematics teachers' conceptions of proof and refutations.” 2003. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/8385.

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

MLA Handbook (7th Edition):

Riley, Kathy Jo. “An investigation of prospective secondary mathematics teachers' conceptions of proof and refutations.” 2003. Web. 17 Jul 2019.

Vancouver:

Riley KJ. An investigation of prospective secondary mathematics teachers' conceptions of proof and refutations. [Internet] [Thesis]. Montana State University; 2003. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8385.

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

Council of Science Editors:

Riley KJ. An investigation of prospective secondary mathematics teachers' conceptions of proof and refutations. [Thesis]. Montana State University; 2003. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8385

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


Montana State University

17. Long, Tanya Hobbs. Effects of the claims-evidence-reasoning writing framework on teaching and learning in eighth grade science.

Degree: Graduate School, 2014, Montana State University

 The need for instructing science students on writing evidence based explanations arises from the importance placed on this by the Common Core State Standards for… (more)

Subjects/Keywords: Science Study and teaching.; Middle school students.; Common Core State Standards (Education).; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Long, T. H. (2014). Effects of the claims-evidence-reasoning writing framework on teaching and learning in eighth grade science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3569

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):

Long, Tanya Hobbs. “Effects of the claims-evidence-reasoning writing framework on teaching and learning in eighth grade science.” 2014. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3569.

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

MLA Handbook (7th Edition):

Long, Tanya Hobbs. “Effects of the claims-evidence-reasoning writing framework on teaching and learning in eighth grade science.” 2014. Web. 17 Jul 2019.

Vancouver:

Long TH. Effects of the claims-evidence-reasoning writing framework on teaching and learning in eighth grade science. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3569.

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

Council of Science Editors:

Long TH. Effects of the claims-evidence-reasoning writing framework on teaching and learning in eighth grade science. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3569

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


Montana State University

18. Harms, Miriam Gail. Claim, evidence, reasoning in middle school science.

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

 A technique for writing evidence-based claims called claim, evidence, and reasoning was integrated into a middle school science curriculum with the purpose of improving students'… (more)

Subjects/Keywords: Science.; Evidence.; Reasoning.; Middle school students.; Next Generation Science Standards (Education).; Writing.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Harms, M. G. (2018). Claim, evidence, reasoning in middle school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14782

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):

Harms, Miriam Gail. “Claim, evidence, reasoning in middle school science.” 2018. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14782.

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

MLA Handbook (7th Edition):

Harms, Miriam Gail. “Claim, evidence, reasoning in middle school science.” 2018. Web. 17 Jul 2019.

Vancouver:

Harms MG. Claim, evidence, reasoning in middle school science. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14782.

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

Council of Science Editors:

Harms MG. Claim, evidence, reasoning in middle school science. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14782

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


Montana State University

19. Engebretsen, Derek Kelley. Science and engineering practices in secondary science.

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

 This study investigated the effect of developing and using rubrics to assess students' abilities to plan and carry out investigations and engage in argument from… (more)

Subjects/Keywords: High school students.; Middle school students.; Planning.; Reasoning.; Goals (Psychology).; Next Generation Science Standards (Education).

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Engebretsen, D. K. (2018). Science and engineering practices in secondary science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14780

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):

Engebretsen, Derek Kelley. “Science and engineering practices in secondary science.” 2018. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14780.

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

MLA Handbook (7th Edition):

Engebretsen, Derek Kelley. “Science and engineering practices in secondary science.” 2018. Web. 17 Jul 2019.

Vancouver:

Engebretsen DK. Science and engineering practices in secondary science. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14780.

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

Council of Science Editors:

Engebretsen DK. Science and engineering practices in secondary science. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14780

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

20. Davis, John Henry. The effects of documented problem solutions on problem solving skills for introductory college physics courses.

Degree: Graduate School, 2014, Montana State University

 My students struggle to solve physics word problems when the solution is not explicitly given to them. They can understand abstract concepts and repeat a… (more)

Subjects/Keywords: Physics.; Case-based reasoning.; Education, Higher.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Davis, J. H. (2014). The effects of documented problem solutions on problem solving skills for introductory college physics courses. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3542

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

Chicago Manual of Style (16th Edition):

Davis, John Henry. “The effects of documented problem solutions on problem solving skills for introductory college physics courses.” 2014. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3542.

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

MLA Handbook (7th Edition):

Davis, John Henry. “The effects of documented problem solutions on problem solving skills for introductory college physics courses.” 2014. Web. 17 Jul 2019.

Vancouver:

Davis JH. The effects of documented problem solutions on problem solving skills for introductory college physics courses. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3542.

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

Council of Science Editors:

Davis JH. The effects of documented problem solutions on problem solving skills for introductory college physics courses. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3542

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

21. McClain, Allison C. The effects of science literacy instruction on student ability to gather evidence to support scientific claims.

Degree: Graduate School, 2016, Montana State University

 The purpose of this research is to determine if increased focus on science literacy improve student ability to gather evidence to support scientific claims. The… (more)

Subjects/Keywords: High school students.; Physical sciences.; Reasoning.

reasoning and evidence in a text support the author's claim or a recommendation for solving a… …characteristics of matter (reasoning). Also, air can fill a balloon (evidence). This… …shows that air has volume, another characteristic of matter (reasoning).” The rubric… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McClain, A. C. (2016). The effects of science literacy instruction on student ability to gather evidence to support scientific claims. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10075

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):

McClain, Allison C. “The effects of science literacy instruction on student ability to gather evidence to support scientific claims.” 2016. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10075.

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

MLA Handbook (7th Edition):

McClain, Allison C. “The effects of science literacy instruction on student ability to gather evidence to support scientific claims.” 2016. Web. 17 Jul 2019.

Vancouver:

McClain AC. The effects of science literacy instruction on student ability to gather evidence to support scientific claims. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10075.

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

Council of Science Editors:

McClain AC. The effects of science literacy instruction on student ability to gather evidence to support scientific claims. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10075

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


Montana State University

22. Weems, Dennis Lorry. The effects of autogenic exercises and the ability of college students to think abstractly as measured by electromyographic biofeedback.

Degree: College of Education, Health & Human Development, 1982, Montana State University

Subjects/Keywords: College students.; Reasoning (Psychology).; Biological control systems.; Relaxation.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Weems, D. L. (1982). The effects of autogenic exercises and the ability of college students to think abstractly as measured by electromyographic biofeedback. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3680

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):

Weems, Dennis Lorry. “The effects of autogenic exercises and the ability of college students to think abstractly as measured by electromyographic biofeedback.” 1982. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3680.

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

MLA Handbook (7th Edition):

Weems, Dennis Lorry. “The effects of autogenic exercises and the ability of college students to think abstractly as measured by electromyographic biofeedback.” 1982. Web. 17 Jul 2019.

Vancouver:

Weems DL. The effects of autogenic exercises and the ability of college students to think abstractly as measured by electromyographic biofeedback. [Internet] [Thesis]. Montana State University; 1982. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3680.

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

Council of Science Editors:

Weems DL. The effects of autogenic exercises and the ability of college students to think abstractly as measured by electromyographic biofeedback. [Thesis]. Montana State University; 1982. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3680

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


Montana State University

23. Belote, David Clinton. Case-based reasoning in agriculture : analysis of the aphid case decision-support system.

Degree: College of Engineering, 1993, Montana State University

Subjects/Keywords: Case-based reasoning.; Agriculture Decision making.; Russian wheat aphid Control Data processing.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Belote, D. C. (1993). Case-based reasoning in agriculture : analysis of the aphid case decision-support system. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/7264

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):

Belote, David Clinton. “Case-based reasoning in agriculture : analysis of the aphid case decision-support system.” 1993. Thesis, Montana State University. Accessed July 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/7264.

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

MLA Handbook (7th Edition):

Belote, David Clinton. “Case-based reasoning in agriculture : analysis of the aphid case decision-support system.” 1993. Web. 17 Jul 2019.

Vancouver:

Belote DC. Case-based reasoning in agriculture : analysis of the aphid case decision-support system. [Internet] [Thesis]. Montana State University; 1993. [cited 2019 Jul 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7264.

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

Council of Science Editors:

Belote DC. Case-based reasoning in agriculture : analysis of the aphid case decision-support system. [Thesis]. Montana State University; 1993. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7264

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

.