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You searched for subject:(Reformed based teaching AND learning). Showing records 1 – 30 of 5721 total matches.

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Texas A&M University

1. Peterson, Cheryl. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.

Degree: 2012, Texas A&M University

 PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while… (more)

Subjects/Keywords: Inquiry; On-line Learning; Online Learning Cyber-learning; Asynchronous Discourse; Reformed-based teaching and learning; PlantingScience; Secondary Science Students; Mentoring; Student Engagement; Inquiry-based teaching and learning; Professional Development; Scientific Practices and Proficiencies; Assessment; Student Outcomes; Inquiry Cycle

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APA (6th Edition):

Peterson, C. (2012). Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644

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):

Peterson, Cheryl. “Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.” 2012. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644.

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

MLA Handbook (7th Edition):

Peterson, Cheryl. “Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.” 2012. Web. 22 Apr 2019.

Vancouver:

Peterson C. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644.

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

Council of Science Editors:

Peterson C. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644

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


University of South Africa

2. Moyo, Innocent. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .

Degree: 2014, University of South Africa

 Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers… (more)

Subjects/Keywords: Constructivism; Problem solving; Problem centred learning; Problem based learning; Problem based learning; Learning; Teaching methods

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APA (6th Edition):

Moyo, I. (2014). An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14194

Chicago Manual of Style (16th Edition):

Moyo, Innocent. “An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .” 2014. Masters Thesis, University of South Africa. Accessed April 22, 2019. http://hdl.handle.net/10500/14194.

MLA Handbook (7th Edition):

Moyo, Innocent. “An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools .” 2014. Web. 22 Apr 2019.

Vancouver:

Moyo I. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10500/14194.

Council of Science Editors:

Moyo I. An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14194


University of Missouri – Columbia

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

Degree: 2010, University of Missouri – Columbia

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Thesis, University of Missouri – Columbia. Accessed April 22, 2019. http://hdl.handle.net/10355/8299.

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

MLA Handbook (7th Edition):

Haggard, David A., 1953-. “Inquiry-based instruction implementation: a district's learning experience through teacher input.” 2010. Web. 22 Apr 2019.

Vancouver:

Haggard, David A. 1. Inquiry-based instruction implementation: a district's learning experience through teacher input. [Internet] [Thesis]. University of Missouri – Columbia; 2010. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10355/8299.

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

Council of Science Editors:

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

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


Universiteit Utrecht

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

Degree: 2014, Universiteit Utrecht

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Masters Thesis, Universiteit Utrecht. Accessed April 22, 2019. http://dspace.library.uu.nl:8080/handle/1874/298074.

MLA Handbook (7th Edition):

Tompazi, K. “Teachers' Professional Development of IBL skills in science through PRIMAS project.” 2014. Web. 22 Apr 2019.

Vancouver:

Tompazi K. Teachers' Professional Development of IBL skills in science through PRIMAS project. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Apr 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/298074.

Council of Science Editors:

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Honzel, Brandon. “The effects of an inquiry-based data-to-concept curriculum.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1497.

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

MLA Handbook (7th Edition):

Honzel, Brandon. “The effects of an inquiry-based data-to-concept curriculum.” 2012. Web. 22 Apr 2019.

Vancouver:

Honzel B. The effects of an inquiry-based data-to-concept curriculum. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1497.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Cornelius, Matthew. “The 5E learning cycle and students understanding of the nature of science.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1112.

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

MLA Handbook (7th Edition):

Cornelius, Matthew. “The 5E learning cycle and students understanding of the nature of science.” 2012. Web. 22 Apr 2019.

Vancouver:

Cornelius M. The 5E learning cycle and students understanding of the nature of science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1112.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Anderson, Jessica K. “Effects of questioning strategies on students' inquiry skills during a physics research project.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/830.

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

MLA Handbook (7th Edition):

Anderson, Jessica K. “Effects of questioning strategies on students' inquiry skills during a physics research project.” 2012. Web. 22 Apr 2019.

Vancouver:

Anderson JK. Effects of questioning strategies on students' inquiry skills during a physics research project. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/830.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2016, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bidwell, Tracey Ann. “The impact of argument driven inquiry on student understanding of concepts being reinforced during science laboratory activities.” 2016. Thesis, Montana State University. Accessed April 22, 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. 22 Apr 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 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10032.

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

Council of Science Editors:

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

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


University of Rochester

9. Saracino, Peter C.; Borasi, Raffaella. Place-based pedagogy in the era of accountability : an action research study.

Degree: EdD, 2010, University of Rochester

 Today’s most common method of teaching biology—driven by calls for standardization and high-stakes testing—relies on a standards-based, de-contextualized approach to education. This results in “one… (more)

Subjects/Keywords: Place-based education; Experiential learning; High-stakes testing; Teaching to the test; Problem-based learning

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APA (6th Edition):

Saracino, Peter C.; Borasi, R. (2010). Place-based pedagogy in the era of accountability : an action research study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/12178

Chicago Manual of Style (16th Edition):

Saracino, Peter C.; Borasi, Raffaella. “Place-based pedagogy in the era of accountability : an action research study.” 2010. Doctoral Dissertation, University of Rochester. Accessed April 22, 2019. http://hdl.handle.net/1802/12178.

MLA Handbook (7th Edition):

Saracino, Peter C.; Borasi, Raffaella. “Place-based pedagogy in the era of accountability : an action research study.” 2010. Web. 22 Apr 2019.

Vancouver:

Saracino, Peter C.; Borasi R. Place-based pedagogy in the era of accountability : an action research study. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1802/12178.

Council of Science Editors:

Saracino, Peter C.; Borasi R. Place-based pedagogy in the era of accountability : an action research study. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/12178


University of New Orleans

10. Nelson, Timothy Kirk. Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators.

Degree: PhD, Curriculum and Instruction, 2010, University of New Orleans

 Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in… (more)

Subjects/Keywords: Case-based Learning; Case Method; Case-based Teaching; Physical Therapy Education; Curriculum Evaluation

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APA (6th Edition):

Nelson, T. K. (2010). Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1160

Chicago Manual of Style (16th Edition):

Nelson, Timothy Kirk. “Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators.” 2010. Doctoral Dissertation, University of New Orleans. Accessed April 22, 2019. https://scholarworks.uno.edu/td/1160.

MLA Handbook (7th Edition):

Nelson, Timothy Kirk. “Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators.” 2010. Web. 22 Apr 2019.

Vancouver:

Nelson TK. Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators. [Internet] [Doctoral dissertation]. University of New Orleans; 2010. [cited 2019 Apr 22]. Available from: https://scholarworks.uno.edu/td/1160.

Council of Science Editors:

Nelson TK. Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators. [Doctoral Dissertation]. University of New Orleans; 2010. Available from: https://scholarworks.uno.edu/td/1160


University of New Mexico

11. Abercrombie, Sara. Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions.

Degree: Individual, Family, and Community Education, 2011, University of New Mexico

 The case-based instructional method uses fictionalized or actual narratives as instructional tools to support learning, decision-making, and improved transfer to practical settings. Educational theorists and… (more)

Subjects/Keywords: Teachers – Training of; Case method – Study and teaching; Case-based reasoning; Problem-based learning

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APA (6th Edition):

Abercrombie, S. (2011). Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/13116

Chicago Manual of Style (16th Edition):

Abercrombie, Sara. “Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions.” 2011. Doctoral Dissertation, University of New Mexico. Accessed April 22, 2019. http://hdl.handle.net/1928/13116.

MLA Handbook (7th Edition):

Abercrombie, Sara. “Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions.” 2011. Web. 22 Apr 2019.

Vancouver:

Abercrombie S. Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1928/13116.

Council of Science Editors:

Abercrombie S. Examining the Influence of Seductive Details in Case-Based Instruction on Pre-Service Teachers' Learning and Learning Perceptions. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/13116

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

Degree: 2015, SUNY College at Fredonia

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Bittinger, David J. “The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed April 22, 2019. http://hdl.handle.net/1951/66600.

MLA Handbook (7th Edition):

Bittinger, David J. “The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. ” 2015. Web. 22 Apr 2019.

Vancouver:

Bittinger DJ. The impact of an inquiry based approach on attitude, motivation and achievement in a high school physics laboratory. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1951/66600.

Council of Science Editors:

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


NSYSU

13. Liu, Chia-chi. Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment.

Degree: Master, Information Management, 2009, NSYSU

 Since personal computers and broadband Internet connections have become more and more prevalent, the application of e-Learning using the Internet is regarded as an important… (more)

Subjects/Keywords: Adaptive reflection teaching strategies; Reflection; Web-based learning; Thinking styles

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APA (6th Edition):

Liu, C. (2009). Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0710109-013231

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):

Liu, Chia-chi. “Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment.” 2009. Thesis, NSYSU. Accessed April 22, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0710109-013231.

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

MLA Handbook (7th Edition):

Liu, Chia-chi. “Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment.” 2009. Web. 22 Apr 2019.

Vancouver:

Liu C. Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment. [Internet] [Thesis]. NSYSU; 2009. [cited 2019 Apr 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0710109-013231.

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

Council of Science Editors:

Liu C. Effects of Adaptive Reflection Teaching Strategies on Learnersâ Reflection Levels in a Web-based Learning Environment. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0710109-013231

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


Universiteit Utrecht

14. Dutmer, Constance; Maris, Wieneke. Teacher Views on Implementing Problem-based Learning in the Social and Experimental Sciences.

Degree: 2008, Universiteit Utrecht

 Problem-based Learning (PBL) is an instructional methodology that emphasises problem solving in a relevant real-life context, aiming to both motivate students and enhance the retention… (more)

Subjects/Keywords: General; Problem-based Learning; real life context in teaching

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APA (6th Edition):

Dutmer, Constance; Maris, W. (2008). Teacher Views on Implementing Problem-based Learning in the Social and Experimental Sciences. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/31880

Chicago Manual of Style (16th Edition):

Dutmer, Constance; Maris, Wieneke. “Teacher Views on Implementing Problem-based Learning in the Social and Experimental Sciences.” 2008. Masters Thesis, Universiteit Utrecht. Accessed April 22, 2019. http://dspace.library.uu.nl:8080/handle/1874/31880.

MLA Handbook (7th Edition):

Dutmer, Constance; Maris, Wieneke. “Teacher Views on Implementing Problem-based Learning in the Social and Experimental Sciences.” 2008. Web. 22 Apr 2019.

Vancouver:

Dutmer, Constance; Maris W. Teacher Views on Implementing Problem-based Learning in the Social and Experimental Sciences. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2019 Apr 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/31880.

Council of Science Editors:

Dutmer, Constance; Maris W. Teacher Views on Implementing Problem-based Learning in the Social and Experimental Sciences. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/31880


University of Hong Kong

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

Degree: MEd, 2017, University of Hong Kong

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

区敏华; Ou, Minhua, Omega. “Promoting inquiry based learning in support of WISE in China.” 2017. Masters Thesis, University of Hong Kong. Accessed April 22, 2019. http://hdl.handle.net/10722/252452.

MLA Handbook (7th Edition):

区敏华; Ou, Minhua, Omega. “Promoting inquiry based learning in support of WISE in China.” 2017. Web. 22 Apr 2019.

Vancouver:

区敏华; Ou, Minhua O. Promoting inquiry based learning in support of WISE in China. [Internet] [Masters thesis]. University of Hong Kong; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10722/252452.

Council of Science Editors:

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Asbury, Donald James. “Integrating science and technology.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/850.

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

MLA Handbook (7th Edition):

Asbury, Donald James. “Integrating science and technology.” 2012. Web. 22 Apr 2019.

Vancouver:

Asbury DJ. Integrating science and technology. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/850.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2011, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Grant, Heather Marie. “The student experience in traditional and inquiry-based chemistry labs.” 2011. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1378.

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

MLA Handbook (7th Edition):

Grant, Heather Marie. “The student experience in traditional and inquiry-based chemistry labs.” 2011. Web. 22 Apr 2019.

Vancouver:

Grant HM. The student experience in traditional and inquiry-based chemistry labs. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1378.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Townsend, Lizabeth Ann. “The effects of laboratory-based activities on student attitudes toward science.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2435.

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

MLA Handbook (7th Edition):

Townsend, Lizabeth Ann. “The effects of laboratory-based activities on student attitudes toward science.” 2012. Web. 22 Apr 2019.

Vancouver:

Townsend LA. The effects of laboratory-based activities on student attitudes toward science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2435.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Devore, Kimberly A. “The impact of science notebooks on science concept understanding in the lower elementary classroom.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1172.

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

MLA Handbook (7th Edition):

Devore, Kimberly A. “The impact of science notebooks on science concept understanding in the lower elementary classroom.” 2012. Web. 22 Apr 2019.

Vancouver:

Devore KA. The impact of science notebooks on science concept understanding in the lower elementary classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1172.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bohach, Adam W. “The social outcomes of whole class inquiry on students in a high school biology classroom.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/941.

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

MLA Handbook (7th Edition):

Bohach, Adam W. “The social outcomes of whole class inquiry on students in a high school biology classroom.” 2012. Web. 22 Apr 2019.

Vancouver:

Bohach AW. The social outcomes of whole class inquiry on students in a high school biology classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/941.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Strom, Reba K. “Using guided inquiry to improve process skills and content knowledge in primary science.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2364.

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

MLA Handbook (7th Edition):

Strom, Reba K. “Using guided inquiry to improve process skills and content knowledge in primary science.” 2012. Web. 22 Apr 2019.

Vancouver:

Strom RK. Using guided inquiry to improve process skills and content knowledge in primary science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2364.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2012, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Moyer, Robert A. “Evaluating different levels of inquiry in the science classroom.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1909.

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

MLA Handbook (7th Edition):

Moyer, Robert A. “Evaluating different levels of inquiry in the science classroom.” 2012. Web. 22 Apr 2019.

Vancouver:

Moyer RA. Evaluating different levels of inquiry in the science classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1909.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2013, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Egan, Lori Ann. “The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom.” 2013. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2779.

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

MLA Handbook (7th Edition):

Egan, Lori Ann. “The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom.” 2013. Web. 22 Apr 2019.

Vancouver:

Egan LA. The effect of incorporating the science writing heuristic approach to inquiry activities in a high school science classroom. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2779.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2015, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Staggs, Brian. “Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom.” 2015. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9291.

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

MLA Handbook (7th Edition):

Staggs, Brian. “Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom.” 2015. Web. 22 Apr 2019.

Vancouver:

Staggs B. Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9291.

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

Council of Science Editors:

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

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


Massey University

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

Degree: MEd, 2013, Massey University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Leach, Generosa. “Student perspectives and roles in an inquiry mathematics classroom.” 2013. Masters Thesis, Massey University. Accessed April 22, 2019. http://hdl.handle.net/10179/5125.

MLA Handbook (7th Edition):

Leach, Generosa. “Student perspectives and roles in an inquiry mathematics classroom.” 2013. Web. 22 Apr 2019.

Vancouver:

Leach G. Student perspectives and roles in an inquiry mathematics classroom. [Internet] [Masters thesis]. Massey University; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10179/5125.

Council of Science Editors:

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


University of Toronto

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

Degree: PhD, 2017, University of Toronto

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kim, Genie. “Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 22, 2019. http://hdl.handle.net/1807/79016.

MLA Handbook (7th Edition):

Kim, Genie. “Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action.” 2017. Web. 22 Apr 2019.

Vancouver:

Kim G. Inquiry-Based Learning: A Case Study of an Experienced Elementary Mathematics Teacher in Action. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1807/79016.

Council of Science Editors:

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


Kansas State University

27. Nichols, Amy E. Redefining leadership: acts of leadership beyond a college classroom.

Degree: MA, Communications Studies, 2016, Kansas State University

 This study explored how millennials make sense of leadership in civic life beyond a college classroom. Competency-based learning, specifically as it relates to leadership development,… (more)

Subjects/Keywords: Adaptive leadership; Millennial; Leadership behaviors; Sensemaking; Teaching leadership; Competency-based learning

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APA (6th Edition):

Nichols, A. E. (2016). Redefining leadership: acts of leadership beyond a college classroom. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/32716

Chicago Manual of Style (16th Edition):

Nichols, Amy E. “Redefining leadership: acts of leadership beyond a college classroom.” 2016. Masters Thesis, Kansas State University. Accessed April 22, 2019. http://hdl.handle.net/2097/32716.

MLA Handbook (7th Edition):

Nichols, Amy E. “Redefining leadership: acts of leadership beyond a college classroom.” 2016. Web. 22 Apr 2019.

Vancouver:

Nichols AE. Redefining leadership: acts of leadership beyond a college classroom. [Internet] [Masters thesis]. Kansas State University; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2097/32716.

Council of Science Editors:

Nichols AE. Redefining leadership: acts of leadership beyond a college classroom. [Masters Thesis]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32716


Columbia University

28. Satterwhite, Safiyah. Edupreneur Leadership: an Online Course Designed to Aid Education Entrepreneurs in Launching New Ventures.

Degree: 2018, Columbia University

 This dissertation was developed to research how prepared aspiring Education Entrepreneurs would feel when supported holistically through a methodology that incorporates a blending of informational… (more)

Subjects/Keywords: Educational leadership; Learning; Entrepreneurship – Study and teaching; Web-based instruction

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APA (6th Edition):

Satterwhite, S. (2018). Edupreneur Leadership: an Online Course Designed to Aid Education Entrepreneurs in Launching New Ventures. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D85B1F0S

Chicago Manual of Style (16th Edition):

Satterwhite, Safiyah. “Edupreneur Leadership: an Online Course Designed to Aid Education Entrepreneurs in Launching New Ventures.” 2018. Doctoral Dissertation, Columbia University. Accessed April 22, 2019. https://doi.org/10.7916/D85B1F0S.

MLA Handbook (7th Edition):

Satterwhite, Safiyah. “Edupreneur Leadership: an Online Course Designed to Aid Education Entrepreneurs in Launching New Ventures.” 2018. Web. 22 Apr 2019.

Vancouver:

Satterwhite S. Edupreneur Leadership: an Online Course Designed to Aid Education Entrepreneurs in Launching New Ventures. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Apr 22]. Available from: https://doi.org/10.7916/D85B1F0S.

Council of Science Editors:

Satterwhite S. Edupreneur Leadership: an Online Course Designed to Aid Education Entrepreneurs in Launching New Ventures. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D85B1F0S


University of Houston

29. Beaudry, Christine Elizabeth. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 In the United States, preservice teachers often go on to teach students whose backgrounds are different from their own and in communities in which they… (more)

Subjects/Keywords: teacher education; community-based learning; field experiences; culturally responsive teaching; narrative

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APA (6th Edition):

Beaudry, C. E. (2014). Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1425

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):

Beaudry, Christine Elizabeth. “Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.” 2014. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/1425.

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

MLA Handbook (7th Edition):

Beaudry, Christine Elizabeth. “Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.” 2014. Web. 22 Apr 2019.

Vancouver:

Beaudry CE. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/1425.

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

Council of Science Editors:

Beaudry CE. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1425

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


Montana State University

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

Degree: Graduate School, 2011, Montana State University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Striclyn, Joyce Ann. “What effect will using inquiry methods of teaching science have on sixth grade students?.” 2011. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2362.

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

MLA Handbook (7th Edition):

Striclyn, Joyce Ann. “What effect will using inquiry methods of teaching science have on sixth grade students?.” 2011. Web. 22 Apr 2019.

Vancouver:

Striclyn JA. What effect will using inquiry methods of teaching science have on sixth grade students?. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2362.

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

Council of Science Editors:

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

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

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