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You searched for subject:(Science Study AND teaching Secondary ). Showing records 1 – 30 of 17707 total matches.

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University of Hong Kong

1. 陳錦河; Chan, Kam-ho. Experienced teachers' development of pedagogical content knowledge for teaching a new topic.

Degree: PhD, 2014, University of Hong Kong

 New topics are continually being added to high school curricula to keep pace with scientific advancements; hence, it is not uncommon for science teachers to… (more)

Subjects/Keywords: Science - Study and teaching (Secondary)

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APA (6th Edition):

陳錦河; Chan, K. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Doctoral Dissertation). University of Hong Kong. Retrieved from Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671

Chicago Manual of Style (16th Edition):

陳錦河; Chan, Kam-ho. “Experienced teachers' development of pedagogical content knowledge for teaching a new topic.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed September 19, 2019. Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671.

MLA Handbook (7th Edition):

陳錦河; Chan, Kam-ho. “Experienced teachers' development of pedagogical content knowledge for teaching a new topic.” 2014. Web. 19 Sep 2019.

Vancouver:

陳錦河; Chan K. Experienced teachers' development of pedagogical content knowledge for teaching a new topic. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2019 Sep 19]. Available from: Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671.

Council of Science Editors:

陳錦河; Chan K. Experienced teachers' development of pedagogical content knowledge for teaching a new topic. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671


Oregon State University

2. Gray, Ron E. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.

Degree: PhD, Science Education, 2009, Oregon State University

 The purpose of this exploratory study was to examine scientific arguments constructed by secondary science teachers during instruction. The analysis focused on how arguments constructed… (more)

Subjects/Keywords: Science education; Science  – Study and teaching (Secondary)

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APA (6th Edition):

Gray, R. E. (2009). Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13559

Chicago Manual of Style (16th Edition):

Gray, Ron E. “Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.” 2009. Doctoral Dissertation, Oregon State University. Accessed September 19, 2019. http://hdl.handle.net/1957/13559.

MLA Handbook (7th Edition):

Gray, Ron E. “Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.” 2009. Web. 19 Sep 2019.

Vancouver:

Gray RE. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1957/13559.

Council of Science Editors:

Gray RE. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13559


University of Technology, Sydney

3. Fogwill, Stephen Noel. Student co-generated analogies and their influence on the development of science understanding.

Degree: 2010, University of Technology, Sydney

Science educators often use analogies to help students develop understanding, but successful learning where students develop their own analogies has rarely been reported (Harrison, 2006).… (more)

Subjects/Keywords: Secondary school.; Study and teaching.; Science.; Analogy.

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APA (6th Edition):

Fogwill, S. N. (2010). Student co-generated analogies and their influence on the development of science understanding. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20376

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):

Fogwill, Stephen Noel. “Student co-generated analogies and their influence on the development of science understanding.” 2010. Thesis, University of Technology, Sydney. Accessed September 19, 2019. http://hdl.handle.net/10453/20376.

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

MLA Handbook (7th Edition):

Fogwill, Stephen Noel. “Student co-generated analogies and their influence on the development of science understanding.” 2010. Web. 19 Sep 2019.

Vancouver:

Fogwill SN. Student co-generated analogies and their influence on the development of science understanding. [Internet] [Thesis]. University of Technology, Sydney; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10453/20376.

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

Council of Science Editors:

Fogwill SN. Student co-generated analogies and their influence on the development of science understanding. [Thesis]. University of Technology, Sydney; 2010. Available from: http://hdl.handle.net/10453/20376

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


Columbia University

4. Miller, Alison Riley. Examining the Relationship between Physical Models and Students' Science Practices.

Degree: 2015, Columbia University

 Scientists engage with practices like model development and use, data analysis and interpretation, explanation construction, and argumentation in order to expand the frontiers of science,… (more)

Subjects/Keywords: Science – Study and teaching; Education; Education, Secondary

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APA (6th Edition):

Miller, A. R. (2015). Examining the Relationship between Physical Models and Students' Science Practices. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D86T0KP5

Chicago Manual of Style (16th Edition):

Miller, Alison Riley. “Examining the Relationship between Physical Models and Students' Science Practices.” 2015. Doctoral Dissertation, Columbia University. Accessed September 19, 2019. https://doi.org/10.7916/D86T0KP5.

MLA Handbook (7th Edition):

Miller, Alison Riley. “Examining the Relationship between Physical Models and Students' Science Practices.” 2015. Web. 19 Sep 2019.

Vancouver:

Miller AR. Examining the Relationship between Physical Models and Students' Science Practices. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Sep 19]. Available from: https://doi.org/10.7916/D86T0KP5.

Council of Science Editors:

Miller AR. Examining the Relationship between Physical Models and Students' Science Practices. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D86T0KP5


Cape Peninsula University of Technology

5. Africa, Faiza. Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die rekenaartoepassings-tegnologieklaskamer .

Degree: 2012, Cape Peninsula University of Technology

 This research explored the utilization of problem solving techniques by Computer Applications Technology (CAT) teachers in grade 11. The requirements and criteria as set out… (more)

Subjects/Keywords: Computer science  – Study and teaching (Secondary); Information technology  – Study and teaching (Secondary); Problem solving  – Study and teaching (Secondary)

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APA (6th Edition):

Africa, F. (2012). Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die rekenaartoepassings-tegnologieklaskamer . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2147

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):

Africa, Faiza. “Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die rekenaartoepassings-tegnologieklaskamer .” 2012. Thesis, Cape Peninsula University of Technology. Accessed September 19, 2019. http://etd.cput.ac.za/handle/20.500.11838/2147.

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

MLA Handbook (7th Edition):

Africa, Faiza. “Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die rekenaartoepassings-tegnologieklaskamer .” 2012. Web. 19 Sep 2019.

Vancouver:

Africa F. Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die rekenaartoepassings-tegnologieklaskamer . [Internet] [Thesis]. Cape Peninsula University of Technology; 2012. [cited 2019 Sep 19]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2147.

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

Council of Science Editors:

Africa F. Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die rekenaartoepassings-tegnologieklaskamer . [Thesis]. Cape Peninsula University of Technology; 2012. Available from: http://etd.cput.ac.za/handle/20.500.11838/2147

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

6. Cox, Lindsey. The emotional and social effects of having sibling with a disability .

Degree: 2017, SUNY College at Fredonia

 The purpose of this curriculum project was to create an instructional unit emphasizing awareness, consciousness, and intentional social justice teaching; for teachers, administrators and educators… (more)

Subjects/Keywords: Learning disabled youth – Education – Study and teaching (Secondary) – Case studies.; Social science – Study teaching (Secondary).; Leadership – Study and teaching (Secondary).

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APA (6th Edition):

Cox, L. (2017). The emotional and social effects of having sibling with a disability . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70412

Chicago Manual of Style (16th Edition):

Cox, Lindsey. “The emotional and social effects of having sibling with a disability .” 2017. Masters Thesis, SUNY College at Fredonia. Accessed September 19, 2019. http://hdl.handle.net/1951/70412.

MLA Handbook (7th Edition):

Cox, Lindsey. “The emotional and social effects of having sibling with a disability .” 2017. Web. 19 Sep 2019.

Vancouver:

Cox L. The emotional and social effects of having sibling with a disability . [Internet] [Masters thesis]. SUNY College at Fredonia; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1951/70412.

Council of Science Editors:

Cox L. The emotional and social effects of having sibling with a disability . [Masters Thesis]. SUNY College at Fredonia; 2017. Available from: http://hdl.handle.net/1951/70412


Rhodes University

7. Homateni, Rauha Kau Ndahalomwenyo. An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study.

Degree: M. Ed., Faculty of Education, Education, 2013, Rhodes University

 This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective… (more)

Subjects/Keywords: Science  – Study and teaching (Secondary)  – Namibia; Light  – Study and teaching; Light  – Study and teaching

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APA (6th Edition):

Homateni, R. K. N. (2013). An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003713

Chicago Manual of Style (16th Edition):

Homateni, Rauha Kau Ndahalomwenyo. “An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study.” 2013. Masters Thesis, Rhodes University. Accessed September 19, 2019. http://hdl.handle.net/10962/d1003713.

MLA Handbook (7th Edition):

Homateni, Rauha Kau Ndahalomwenyo. “An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study.” 2013. Web. 19 Sep 2019.

Vancouver:

Homateni RKN. An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study. [Internet] [Masters thesis]. Rhodes University; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10962/d1003713.

Council of Science Editors:

Homateni RKN. An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study. [Masters Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1003713


Hong Kong University of Science and Technology

8. Choy, Shui Chung. A study on the new senior secondary (NSS) curriculum implementation in science education.

Degree: 2012, Hong Kong University of Science and Technology

 In 2000, the “Reform Proposal for the Education System” was submitted to the Hong Kong Government by the Education Commission. Since then, the Hong Kong… (more)

Subjects/Keywords: Science; Study and teaching (Secondary); China; Hong Kong; Study and teaching (Higher); Education, Secondary; Curricula

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APA (6th Edition):

Choy, S. C. (2012). A study on the new senior secondary (NSS) curriculum implementation in science education. (Thesis). Hong Kong University of Science and Technology. Retrieved from https://doi.org/10.14711/thesis-b1189934 ; http://repository.ust.hk/ir/bitstream/1783.1-73431/1/th_redirect.html

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):

Choy, Shui Chung. “A study on the new senior secondary (NSS) curriculum implementation in science education.” 2012. Thesis, Hong Kong University of Science and Technology. Accessed September 19, 2019. https://doi.org/10.14711/thesis-b1189934 ; http://repository.ust.hk/ir/bitstream/1783.1-73431/1/th_redirect.html.

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

MLA Handbook (7th Edition):

Choy, Shui Chung. “A study on the new senior secondary (NSS) curriculum implementation in science education.” 2012. Web. 19 Sep 2019.

Vancouver:

Choy SC. A study on the new senior secondary (NSS) curriculum implementation in science education. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2012. [cited 2019 Sep 19]. Available from: https://doi.org/10.14711/thesis-b1189934 ; http://repository.ust.hk/ir/bitstream/1783.1-73431/1/th_redirect.html.

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

Council of Science Editors:

Choy SC. A study on the new senior secondary (NSS) curriculum implementation in science education. [Thesis]. Hong Kong University of Science and Technology; 2012. Available from: https://doi.org/10.14711/thesis-b1189934 ; http://repository.ust.hk/ir/bitstream/1783.1-73431/1/th_redirect.html

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


Rhodes University

9. Chani, Fungisisai M. An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study.

Degree: Faculty of Education, Education, 2015, Rhodes University

 The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the… (more)

Subjects/Keywords: Chemical equilibrium  – Study and teaching (Secondary)  – Namibia; Science  – Study and teaching (Secondary)  – Namibia

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APA (6th Edition):

Chani, F. M. (2015). An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1017334

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):

Chani, Fungisisai M. “An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study.” 2015. Thesis, Rhodes University. Accessed September 19, 2019. http://hdl.handle.net/10962/d1017334.

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

MLA Handbook (7th Edition):

Chani, Fungisisai M. “An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study.” 2015. Web. 19 Sep 2019.

Vancouver:

Chani FM. An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study. [Internet] [Thesis]. Rhodes University; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10962/d1017334.

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

Council of Science Editors:

Chani FM. An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study. [Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1017334

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


Portland State University

10. Sheaffer, Christopher Ryan. Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit.

Degree: MSin Teaching (M.S.T.) in General Science, Science Teaching, 2013, Portland State University

  Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation.… (more)

Subjects/Keywords: Physics  – Study and teaching (Secondary)  – Methodology; Science  – Methodology  – Study and teaching (Secondary); Inquiry-based learning  – Study and teaching (Secondary); Educational Methods; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Sheaffer, C. R. (2013). Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/925

Chicago Manual of Style (16th Edition):

Sheaffer, Christopher Ryan. “Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit.” 2013. Masters Thesis, Portland State University. Accessed September 19, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/925.

MLA Handbook (7th Edition):

Sheaffer, Christopher Ryan. “Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit.” 2013. Web. 19 Sep 2019.

Vancouver:

Sheaffer CR. Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit. [Internet] [Masters thesis]. Portland State University; 2013. [cited 2019 Sep 19]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/925.

Council of Science Editors:

Sheaffer CR. Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit. [Masters Thesis]. Portland State University; 2013. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/925


Rhodes University

11. Nanghonga, Ottilie Mwanyenenange. An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study.

Degree: Faculty of Education, Education, 2013, Rhodes University

 Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my… (more)

Subjects/Keywords: Science  – Study and teaching (Secondary)  – Namibia; Electrostatics  – Study and teaching (Secondary)  – Namibia; Lightning  – Study and teaching (Secondary)  – Namibia; Static electricity; Cultural beliefs; Science  – Study and teaching (Secondary)  – Namibia; Electrostatics  – Study and teaching (Secondary)  – Namibia; Lightning  – Study and teaching (Secondary)  – Namibia

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APA (6th Edition):

Nanghonga, O. M. (2013). An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001537

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):

Nanghonga, Ottilie Mwanyenenange. “An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study.” 2013. Thesis, Rhodes University. Accessed September 19, 2019. http://hdl.handle.net/10962/d1001537.

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

MLA Handbook (7th Edition):

Nanghonga, Ottilie Mwanyenenange. “An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study.” 2013. Web. 19 Sep 2019.

Vancouver:

Nanghonga OM. An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10962/d1001537.

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

Council of Science Editors:

Nanghonga OM. An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1001537

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


Deakin University

12. Darby, Linda. Subject cultures and pedagogy : comparing mathematics and science.

Degree: School of Education, 2009, Deakin University

This research found that a teacher is both a member of a culture and an individual, building practice within parameters set by a dynamic and multifaceted subject culture. Feelings of competence and confidence grow as an aesthetic understanding of what it means to know, teach, and appreciate a subject.

Subjects/Keywords: Science - Study and teaching (Secondary); Mathematics - Study and teaching (Secondary); Science teachers - Training of; High school teaching

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APA (6th Edition):

Darby, L. (2009). Subject cultures and pedagogy : comparing mathematics and science. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30027409

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):

Darby, Linda. “Subject cultures and pedagogy : comparing mathematics and science.” 2009. Thesis, Deakin University. Accessed September 19, 2019. http://hdl.handle.net/10536/DRO/DU:30027409.

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

MLA Handbook (7th Edition):

Darby, Linda. “Subject cultures and pedagogy : comparing mathematics and science.” 2009. Web. 19 Sep 2019.

Vancouver:

Darby L. Subject cultures and pedagogy : comparing mathematics and science. [Internet] [Thesis]. Deakin University; 2009. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10536/DRO/DU:30027409.

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

Council of Science Editors:

Darby L. Subject cultures and pedagogy : comparing mathematics and science. [Thesis]. Deakin University; 2009. Available from: http://hdl.handle.net/10536/DRO/DU:30027409

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


Columbia University

13. Ashby, Patrick Decla. Critical Science Education in a Suburban High School Chemistry Class.

Degree: 2016, Columbia University

 To improve students’ scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two “regular level” chemistry classes with a… (more)

Subjects/Keywords: Chemistry – Study and teaching; Chemistry – Study and teaching (Secondary); Critical thinking – Study and teaching; Critical thinking – Study and teaching (Secondary); Suburban high schools; Private schools; Science – Study and teaching; Education

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APA (6th Edition):

Ashby, P. D. (2016). Critical Science Education in a Suburban High School Chemistry Class. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D84T6J5P

Chicago Manual of Style (16th Edition):

Ashby, Patrick Decla. “Critical Science Education in a Suburban High School Chemistry Class.” 2016. Doctoral Dissertation, Columbia University. Accessed September 19, 2019. https://doi.org/10.7916/D84T6J5P.

MLA Handbook (7th Edition):

Ashby, Patrick Decla. “Critical Science Education in a Suburban High School Chemistry Class.” 2016. Web. 19 Sep 2019.

Vancouver:

Ashby PD. Critical Science Education in a Suburban High School Chemistry Class. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Sep 19]. Available from: https://doi.org/10.7916/D84T6J5P.

Council of Science Editors:

Ashby PD. Critical Science Education in a Suburban High School Chemistry Class. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D84T6J5P


University of Namibia

14. Nakanyala, JM. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .

Degree: 2015, University of Namibia

 This study investigated the factors affecting the effective teaching of Physical Science in the Oshana Educational Region. The objectives of the study were: (a) to… (more)

Subjects/Keywords: Teaching ; Physical science ; Oshana region ; Physics, Study and teaching (Secondary) ; Effective teaching ; High school teaching

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

APA (6th Edition):

Nakanyala, J. (2015). Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1668

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):

Nakanyala, JM. “Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .” 2015. Thesis, University of Namibia. Accessed September 19, 2019. http://hdl.handle.net/11070/1668.

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

MLA Handbook (7th Edition):

Nakanyala, JM. “Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia .” 2015. Web. 19 Sep 2019.

Vancouver:

Nakanyala J. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . [Internet] [Thesis]. University of Namibia; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/11070/1668.

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

Council of Science Editors:

Nakanyala J. Investigating factors affecting the effective teaching of Grade 12 Physical Science in selcted secondary schools in the Oshana educational region in Namibia . [Thesis]. University of Namibia; 2015. Available from: http://hdl.handle.net/11070/1668

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


University of KwaZulu-Natal

15. [No author]. Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho.

Degree: Education, 2012, University of KwaZulu-Natal

 Studies by different academics (Marsh 1997; Allen 2004; Dunn 2006; Austin, 2010 & Stears & Gopal, 2010) reveal that outcomes and assessment strategies cannot be… (more)

Subjects/Keywords: Science – Study and teaching (Secondary) – Lesotho.; Science teachers – Lesotho.; Education.

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

APA (6th Edition):

author], [. (2012). Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/8484

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):

author], [No. “Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. ” 2012. Thesis, University of KwaZulu-Natal. Accessed September 19, 2019. http://hdl.handle.net/10413/8484.

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

MLA Handbook (7th Edition):

author], [No. “Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. ” 2012. Web. 19 Sep 2019.

Vancouver:

author] [. Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. [Internet] [Thesis]. University of KwaZulu-Natal; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10413/8484.

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

Council of Science Editors:

author] [. Experiences and practices of form three integrated science teachers with regard to outcomes and assessment strategies : a case study of two schools in Lesotho. [Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/8484

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


Montana State University

16. Krim, Jessica Sarah. Critical reflection and teacher capacity : the secondary science pre-service teacher population.

Degree: College of Education, Health & Human Development, 2009, Montana State University

 This qualitative study seeks to understand the development of secondary science pre-service teachers. A case study is developed about each of the five participants, in… (more)

Subjects/Keywords: Science teachers.; Science Study and teaching.; Teachers Training of.; Education, Secondary.

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APA (6th Edition):

Krim, J. S. (2009). Critical reflection and teacher capacity : the secondary science pre-service teacher population. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1672

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):

Krim, Jessica Sarah. “Critical reflection and teacher capacity : the secondary science pre-service teacher population.” 2009. Thesis, Montana State University. Accessed September 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1672.

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

MLA Handbook (7th Edition):

Krim, Jessica Sarah. “Critical reflection and teacher capacity : the secondary science pre-service teacher population.” 2009. Web. 19 Sep 2019.

Vancouver:

Krim JS. Critical reflection and teacher capacity : the secondary science pre-service teacher population. [Internet] [Thesis]. Montana State University; 2009. [cited 2019 Sep 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1672.

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

Council of Science Editors:

Krim JS. Critical reflection and teacher capacity : the secondary science pre-service teacher population. [Thesis]. Montana State University; 2009. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1672

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


University of Johannesburg

17. Schoeman, Johan Willem. 'n Evaluering van 'n modulêre onderrigmodel in natuur- en skeikunde.

Degree: 2014, University of Johannesburg

M.Ed. (Curriculum Studies)

The problem whether competency based modular education (CBE) programs produce better results than conventional educational methods has been investigated and discussed in… (more)

Subjects/Keywords: Science - Study and teaching (Secondary) - South Africa - Transvaal; Science - Study and teaching (Secondary) - Evaluation; Competency based education - South Africa

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APA (6th Edition):

Schoeman, J. W. (2014). 'n Evaluering van 'n modulêre onderrigmodel in natuur- en skeikunde. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10251

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):

Schoeman, Johan Willem. “'n Evaluering van 'n modulêre onderrigmodel in natuur- en skeikunde.” 2014. Thesis, University of Johannesburg. Accessed September 19, 2019. http://hdl.handle.net/10210/10251.

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

MLA Handbook (7th Edition):

Schoeman, Johan Willem. “'n Evaluering van 'n modulêre onderrigmodel in natuur- en skeikunde.” 2014. Web. 19 Sep 2019.

Vancouver:

Schoeman JW. 'n Evaluering van 'n modulêre onderrigmodel in natuur- en skeikunde. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10210/10251.

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

Council of Science Editors:

Schoeman JW. 'n Evaluering van 'n modulêre onderrigmodel in natuur- en skeikunde. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10251

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


University of Johannesburg

18. Maema, Elijah Krone. Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto.

Degree: 2012, University of Johannesburg

M.Ed.

The aim and purpose of the study is to explore the Natural Science (NS) teachers' perceptions of their teaching competence in Senior Phase township… (more)

Subjects/Keywords: Science teachers - Psychology; Self-perception; Natural history - Study and teaching (Secondary); Science - Study and teaching (Secondary)

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APA (6th Edition):

Maema, E. K. (2012). Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6763

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):

Maema, Elijah Krone. “Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto.” 2012. Thesis, University of Johannesburg. Accessed September 19, 2019. http://hdl.handle.net/10210/6763.

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

MLA Handbook (7th Edition):

Maema, Elijah Krone. “Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto.” 2012. Web. 19 Sep 2019.

Vancouver:

Maema EK. Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10210/6763.

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

Council of Science Editors:

Maema EK. Exploring natural science teachers' perceptions of their teaching competence, in senior phase township schools in Soweto. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6763

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


Utah Valley University

19. Manwaring, Steven Laird. Utilizing UDL Principles and the TPACK Framework as an Approach to Effectively Introduce Technology in an Experiential Learning Environment.

Degree: 2018, Utah Valley University

Educational environments encompass more than the traditional classroom. In science in particular, students who directly participate in field experiences generate a more positive attitude about… (more)

Subjects/Keywords: Education – Study and teaching; Science – Study and teaching; Education, Secondary; Educational technology; Academic theses

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APA (6th Edition):

Manwaring, S. L. (2018). Utilizing UDL Principles and the TPACK Framework as an Approach to Effectively Introduce Technology in an Experiential Learning Environment. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,731

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):

Manwaring, Steven Laird. “Utilizing UDL Principles and the TPACK Framework as an Approach to Effectively Introduce Technology in an Experiential Learning Environment.” 2018. Thesis, Utah Valley University. Accessed September 19, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,731.

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

MLA Handbook (7th Edition):

Manwaring, Steven Laird. “Utilizing UDL Principles and the TPACK Framework as an Approach to Effectively Introduce Technology in an Experiential Learning Environment.” 2018. Web. 19 Sep 2019.

Vancouver:

Manwaring SL. Utilizing UDL Principles and the TPACK Framework as an Approach to Effectively Introduce Technology in an Experiential Learning Environment. [Internet] [Thesis]. Utah Valley University; 2018. [cited 2019 Sep 19]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,731.

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

Council of Science Editors:

Manwaring SL. Utilizing UDL Principles and the TPACK Framework as an Approach to Effectively Introduce Technology in an Experiential Learning Environment. [Thesis]. Utah Valley University; 2018. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,731

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


University of Johannesburg

20. Lekoloane, Selaelo Elizabeth. Teaching expository writing in the natural sciences.

Degree: 2012, University of Johannesburg

M.Ed.

The teaching of writing skills applicable to the content subjects in the English second language classroom is a recent concern. The concern is raised… (more)

Subjects/Keywords: Science - Study and teaching (Secondary) - South Africa; Technical writing - Study and teaching

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APA (6th Edition):

Lekoloane, S. E. (2012). Teaching expository writing in the natural sciences. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5973

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):

Lekoloane, Selaelo Elizabeth. “Teaching expository writing in the natural sciences.” 2012. Thesis, University of Johannesburg. Accessed September 19, 2019. http://hdl.handle.net/10210/5973.

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

MLA Handbook (7th Edition):

Lekoloane, Selaelo Elizabeth. “Teaching expository writing in the natural sciences.” 2012. Web. 19 Sep 2019.

Vancouver:

Lekoloane SE. Teaching expository writing in the natural sciences. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10210/5973.

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

Council of Science Editors:

Lekoloane SE. Teaching expository writing in the natural sciences. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5973

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


Portland State University

21. Van Raden, Stephanie Justine. The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science.

Degree: MSin Teaching (M.S.T.) in General Science, Science Teaching, 2011, Portland State University

  Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate… (more)

Subjects/Keywords: Computer science; Career choice; STEM; Vocational guidance  – Study and teaching (Secondary); Scientific ability  – Sex differences; Science  – Study and teaching (Secondary); Technology  – Study and teaching (Secondary); Engineering  – Study and teaching (Secondary); Mathematics  – Study and teaching (Secondary)

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

APA (6th Edition):

Van Raden, S. J. (2011). The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/370

Chicago Manual of Style (16th Edition):

Van Raden, Stephanie Justine. “The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science.” 2011. Masters Thesis, Portland State University. Accessed September 19, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/370.

MLA Handbook (7th Edition):

Van Raden, Stephanie Justine. “The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science.” 2011. Web. 19 Sep 2019.

Vancouver:

Van Raden SJ. The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science. [Internet] [Masters thesis]. Portland State University; 2011. [cited 2019 Sep 19]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/370.

Council of Science Editors:

Van Raden SJ. The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science. [Masters Thesis]. Portland State University; 2011. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/370


Portland State University

22. Wagner, Brandon Joel. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?.

Degree: MSin Teaching (M.S.T.) in General Science, Science Teaching, 2014, Portland State University

  Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in… (more)

Subjects/Keywords: Biology  – Study and teaching (Secondary); Technical writing  – Study and teaching (Secondary); Diaries  – Authorship  – Science  – Study and teaching (Secondary); Literacy  – Study and teaching (Secondary); Academic writing  – Study and teaching (Secondary); Other Rhetoric and Composition; Science and Mathematics Education

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APA (6th Edition):

Wagner, B. J. (2014). Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/2127

Chicago Manual of Style (16th Edition):

Wagner, Brandon Joel. “Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?.” 2014. Masters Thesis, Portland State University. Accessed September 19, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/2127.

MLA Handbook (7th Edition):

Wagner, Brandon Joel. “Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?.” 2014. Web. 19 Sep 2019.

Vancouver:

Wagner BJ. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?. [Internet] [Masters thesis]. Portland State University; 2014. [cited 2019 Sep 19]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2127.

Council of Science Editors:

Wagner BJ. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?. [Masters Thesis]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/2127


University of KwaZulu-Natal

23. [No author]. A critical analysis of research done to identify conceptual difficulties in acid-base chemistry.

Degree: Biochemistry, 2009, University of KwaZulu-Natal

 The literature review shows that student alternative conceptions or misconceptions are important for teaching and learning. Causes of such student difficulties may include the counter-intuitive… (more)

Subjects/Keywords: Acid-base chemistry – Study and teaching (Secondary) – Research.; Concepts.; Comprehension.; Chemical models.; Science – Study and teaching (Secondary) – Research.; Biochemistry.

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APA (6th Edition):

author], [. (2009). A critical analysis of research done to identify conceptual difficulties in acid-base chemistry. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3561

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):

author], [No. “A critical analysis of research done to identify conceptual difficulties in acid-base chemistry. ” 2009. Thesis, University of KwaZulu-Natal. Accessed September 19, 2019. http://hdl.handle.net/10413/3561.

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

MLA Handbook (7th Edition):

author], [No. “A critical analysis of research done to identify conceptual difficulties in acid-base chemistry. ” 2009. Web. 19 Sep 2019.

Vancouver:

author] [. A critical analysis of research done to identify conceptual difficulties in acid-base chemistry. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10413/3561.

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

Council of Science Editors:

author] [. A critical analysis of research done to identify conceptual difficulties in acid-base chemistry. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/3561

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

24. Fisher, Diana Marie. Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction.

Degree: PhD, Systems Science, 2016, Portland State University

  Complex systems abound on this planet, in the composition of the human body, in ecosystems, in social interaction, in political decision-making, and more. Analytical… (more)

Subjects/Keywords: Algebra  – Study and teaching (Secondary); Mathematics  – Study and teaching (Secondary); System analysis; Applied Mathematics; Science and Mathematics Education

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APA (6th Edition):

Fisher, D. M. (2016). Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/2950

Chicago Manual of Style (16th Edition):

Fisher, Diana Marie. “Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction.” 2016. Doctoral Dissertation, Portland State University. Accessed September 19, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/2950.

MLA Handbook (7th Edition):

Fisher, Diana Marie. “Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction.” 2016. Web. 19 Sep 2019.

Vancouver:

Fisher DM. Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2019 Sep 19]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/2950.

Council of Science Editors:

Fisher DM. Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction. [Doctoral Dissertation]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/2950


East Carolina University

25. Davis, Joseph B. The historical foundations of modern earth science education : using the power of history in earth science education.

Degree: 2010, East Carolina University

 This project is part of a larger collaborative effort between science math and education departments at East Carolina University. The project aims to address the… (more)

Subjects/Keywords: Science – Study and teaching (Secondary); Mathematics – Study and teaching (Secondary); Motivation in education – United States; High school students – United States – Attitudes

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APA (6th Edition):

Davis, J. B. (2010). The historical foundations of modern earth science education : using the power of history in earth science education. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14708

Chicago Manual of Style (16th Edition):

Davis, Joseph B. “The historical foundations of modern earth science education : using the power of history in earth science education.” 2010. Masters Thesis, East Carolina University. Accessed September 19, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14708.

MLA Handbook (7th Edition):

Davis, Joseph B. “The historical foundations of modern earth science education : using the power of history in earth science education.” 2010. Web. 19 Sep 2019.

Vancouver:

Davis JB. The historical foundations of modern earth science education : using the power of history in earth science education. [Internet] [Masters thesis]. East Carolina University; 2010. [cited 2019 Sep 19]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14708.

Council of Science Editors:

Davis JB. The historical foundations of modern earth science education : using the power of history in earth science education. [Masters Thesis]. East Carolina University; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14708


Columbia University

26. Hamen Farrar, Cynthia Sue. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT).

Degree: 2016, Columbia University

 In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the… (more)

Subjects/Keywords: Biology – Study and teaching (Secondary); Education – Standards; Education, Secondary – Standards; Science – Study and teaching; Advanced placement programs (Education); Teachers – Training of

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

APA (6th Edition):

Hamen Farrar, C. S. (2016). Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT). (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D88G8KQT

Chicago Manual of Style (16th Edition):

Hamen Farrar, Cynthia Sue. “Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT).” 2016. Doctoral Dissertation, Columbia University. Accessed September 19, 2019. https://doi.org/10.7916/D88G8KQT.

MLA Handbook (7th Edition):

Hamen Farrar, Cynthia Sue. “Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT).” 2016. Web. 19 Sep 2019.

Vancouver:

Hamen Farrar CS. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT). [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Sep 19]. Available from: https://doi.org/10.7916/D88G8KQT.

Council of Science Editors:

Hamen Farrar CS. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT). [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D88G8KQT


University of Johannesburg

27. Mothwa, Melida Modiane. Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom.

Degree: 2014, University of Johannesburg

M.Ed. (Science Education)

South Africa is one of the global hotspots of both biological and ethnic diversity. Southern Africa is rich in angiosperm species, and… (more)

Subjects/Keywords: Ethnoscience - Study and teaching (Secondary) - South Africa; Life sciences - Study and teaching (Secondary) - South Africa; Science teachers - In-service training

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

APA (6th Edition):

Mothwa, M. M. (2014). Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8998

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):

Mothwa, Melida Modiane. “Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom.” 2014. Thesis, University of Johannesburg. Accessed September 19, 2019. http://hdl.handle.net/10210/8998.

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

MLA Handbook (7th Edition):

Mothwa, Melida Modiane. “Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom.” 2014. Web. 19 Sep 2019.

Vancouver:

Mothwa MM. Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10210/8998.

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

Council of Science Editors:

Mothwa MM. Teachers' experiences of incorporating indigenous knowledge in the life sciences classroom. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8998

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


University of Oklahoma

28. Krutka, Daniel. "SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES.

Degree: EdD, 2012, University of Oklahoma

 Prevalent models of secondary education in the United States have tended to privilege the acquisition of knowledge of scientific disciplines that is often peripheral to… (more)

Subjects/Keywords: Political science – Study and teaching (Secondary) – United States; Civics – Study and teaching (Secondary) – United States; Advanced placement programs (Education)

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

APA (6th Edition):

Krutka, D. (2012). "SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318699

Chicago Manual of Style (16th Edition):

Krutka, Daniel. “"SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed September 19, 2019. http://hdl.handle.net/11244/318699.

MLA Handbook (7th Edition):

Krutka, Daniel. “"SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES.” 2012. Web. 19 Sep 2019.

Vancouver:

Krutka D. "SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/11244/318699.

Council of Science Editors:

Krutka D. "SHOULDN'T EVERYONE KNOW ABOUT THEIR GOVERNMENT?": AN EXPLORATION OF CURRICULAR VALUES IN ADVANCED PLACEMENT GOVERNMENT CLASSES. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318699


Cape Peninsula University of Technology

29. Africa, Faiza. Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassings-tegnologieklaskamer .

Degree: 2012, Cape Peninsula University of Technology

 This research explored the utilization of problem solving techniques by Computer Applications Technology (CAT) teachers in grade 11. The requirements and criteria as set out… (more)

Subjects/Keywords: Computer science  – Study and teaching (Secondary)  – South Africa.; Information technology  – Study and teaching (Secondary)  – South Africa.; Problem solving  – Study and teaching (Secondary)  – South Africa.; Computer applications technology; MTech; Theses, dissertations

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

APA (6th Edition):

Africa, F. (2012). Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassings-tegnologieklaskamer . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1946

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):

Africa, Faiza. “Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassings-tegnologieklaskamer .” 2012. Thesis, Cape Peninsula University of Technology. Accessed September 19, 2019. http://etd.cput.ac.za/handle/20.500.11838/1946.

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

MLA Handbook (7th Edition):

Africa, Faiza. “Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassings-tegnologieklaskamer .” 2012. Web. 19 Sep 2019.

Vancouver:

Africa F. Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassings-tegnologieklaskamer . [Internet] [Thesis]. Cape Peninsula University of Technology; 2012. [cited 2019 Sep 19]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1946.

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

Council of Science Editors:

Africa F. Die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassings-tegnologieklaskamer . [Thesis]. Cape Peninsula University of Technology; 2012. Available from: http://etd.cput.ac.za/handle/20.500.11838/1946

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


Texas Christian University

30. Ma, Jingjing. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.

Degree: 2015, Texas Christian University

 The present study aimed to investigate the characteristics of, the relationship between, and the effects of gender, age, and prior schooling on newcomer English language… (more)

Subjects/Keywords: Chemistry Study and teaching (Secondary) Foreign speakers.; Science Study and teaching (Secondary) Foreign speakers.; Academic language.; English language Study and teaching (Secondary) Foreign speakers.; Limited English-proficient students.

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

APA (6th Edition):

Ma, J. (2015). Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/10241

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):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Thesis, Texas Christian University. Accessed September 19, 2019. https://repository.tcu.edu/handle/116099117/10241.

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

MLA Handbook (7th Edition):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Web. 19 Sep 2019.

Vancouver:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Internet] [Thesis]. Texas Christian University; 2015. [cited 2019 Sep 19]. Available from: https://repository.tcu.edu/handle/116099117/10241.

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

Council of Science Editors:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Thesis]. Texas Christian University; 2015. Available from: https://repository.tcu.edu/handle/116099117/10241

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

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