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You searched for subject:(Science Study AND teaching). Showing records 1 – 30 of 17837 total matches.

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University of Zambia

1. Siwale, Able. The provision of teaching and learning materials in science subjects in the High School of Northern Province .

Degree: 2013, University of Zambia

 This study investigated the provision of science teaching and learning materials in the high schools of Northern Province. The specific objectives of the study were… (more)

Subjects/Keywords: Science-Study and teaching

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APA (6th Edition):

Siwale, A. (2013). The provision of teaching and learning materials in science subjects in the High School of Northern Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3052

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):

Siwale, Able. “The provision of teaching and learning materials in science subjects in the High School of Northern Province .” 2013. Thesis, University of Zambia. Accessed August 22, 2019. http://hdl.handle.net/123456789/3052.

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

MLA Handbook (7th Edition):

Siwale, Able. “The provision of teaching and learning materials in science subjects in the High School of Northern Province .” 2013. Web. 22 Aug 2019.

Vancouver:

Siwale A. The provision of teaching and learning materials in science subjects in the High School of Northern Province . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/123456789/3052.

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

Council of Science Editors:

Siwale A. The provision of teaching and learning materials in science subjects in the High School of Northern Province . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3052

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


University of Hong Kong

2. 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 August 22, 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. 22 Aug 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 Aug 22]. 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


University of Hong Kong

3. Lin, Feng. Fostering scientific epistemology among elementary-school students through knowledge building.

Degree: PhD, 2015, University of Hong Kong

 This study examined the design, effects and processes of a computer-supported knowledge-building environment in fostering students’ epistemic views of science and science learning. Specifically, it… (more)

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

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APA (6th Edition):

Lin, F. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259

Chicago Manual of Style (16th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed August 22, 2019. Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

MLA Handbook (7th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Web. 22 Aug 2019.

Vancouver:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2019 Aug 22]. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

Council of Science Editors:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259


Montana State University

4. Hopwood, Angela. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.

Degree: Graduate School, 2012, Montana State University

 In this study scientists were invited into the classroom over a two month period to measure change in students' perceptions of scientists, their willingness to… (more)

Subjects/Keywords: Science Study and teaching.; Scientists.

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APA (6th Edition):

Hopwood, A. (2012). Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1504

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):

Hopwood, Angela. “Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.” 2012. Thesis, Montana State University. Accessed August 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1504.

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

MLA Handbook (7th Edition):

Hopwood, Angela. “Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.” 2012. Web. 22 Aug 2019.

Vancouver:

Hopwood A. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Aug 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1504.

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

Council of Science Editors:

Hopwood A. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1504

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


Montana State University

5. James, Brianna Jean. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.

Degree: College of Education, Health & Human Development, 2011, Montana State University

 This article suggests a strong correlation between students believing that science is relevant and student achievement in science. Seventy two freshman students in a high… (more)

Subjects/Keywords: Students.; Science Study and teaching.

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APA (6th Edition):

James, B. J. (2011). Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1550

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):

James, Brianna Jean. “Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.” 2011. Thesis, Montana State University. Accessed August 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1550.

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

MLA Handbook (7th Edition):

James, Brianna Jean. “Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.” 2011. Web. 22 Aug 2019.

Vancouver:

James BJ. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Aug 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1550.

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

Council of Science Editors:

James BJ. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1550

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


Montana State University

6. Piccillo, Alanna. Effects of making connections between science concepts and the outdoors on student comprehension.

Degree: Graduate School, 2011, Montana State University

 In this investigation, science concepts were taught in an outdoor setting with the intent of students making connections between the science concepts and the outdoors… (more)

Subjects/Keywords: Science Study and teaching.; Comprehension.

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APA (6th Edition):

Piccillo, A. (2011). Effects of making connections between science concepts and the outdoors on student comprehension. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2057

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):

Piccillo, Alanna. “Effects of making connections between science concepts and the outdoors on student comprehension.” 2011. Thesis, Montana State University. Accessed August 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2057.

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

MLA Handbook (7th Edition):

Piccillo, Alanna. “Effects of making connections between science concepts and the outdoors on student comprehension.” 2011. Web. 22 Aug 2019.

Vancouver:

Piccillo A. Effects of making connections between science concepts and the outdoors on student comprehension. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Aug 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2057.

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

Council of Science Editors:

Piccillo A. Effects of making connections between science concepts and the outdoors on student comprehension. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2057

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


Montana State University

7. Wang, Paula L. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.

Degree: Graduate School, 2012, Montana State University

 Theropod nesting localities suggest some dinosaurs incubated eggs in a manner similar to modern birds; however, taphonomic studies of modern nesting localities are limited. Here,… (more)

Subjects/Keywords: Science Study and teaching.; Taphonomy.

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APA (6th Edition):

Wang, P. L. (2012). Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2498

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):

Wang, Paula L. “Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.” 2012. Thesis, Montana State University. Accessed August 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2498.

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

MLA Handbook (7th Edition):

Wang, Paula L. “Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.” 2012. Web. 22 Aug 2019.

Vancouver:

Wang PL. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Aug 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2498.

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

Council of Science Editors:

Wang PL. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2498

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


Montana State University

8. Teintze, Carol A. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.

Degree: Graduate School, 2013, Montana State University

 Developing lab skills is one of the purposes of the lab experience, yet students struggle with mastering them. Students are exposed to a number of… (more)

Subjects/Keywords: Science Study and teaching.; Laboratories.

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APA (6th Edition):

Teintze, C. A. (2013). Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8765

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):

Teintze, Carol A. “Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.” 2013. Thesis, Montana State University. Accessed August 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/8765.

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

MLA Handbook (7th Edition):

Teintze, Carol A. “Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.” 2013. Web. 22 Aug 2019.

Vancouver:

Teintze CA. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Aug 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8765.

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

Council of Science Editors:

Teintze CA. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8765

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


Columbia University

9. Hansen, Sarah. Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations.

Degree: 2014, Columbia University

 Visual problem solving with multiple representations is a critical component of chemistry learning and communication. Understanding how students comprehend and utilize visual representations is key… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Hansen, S. (2014). Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D83B5X9H

Chicago Manual of Style (16th Edition):

Hansen, Sarah. “Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations.” 2014. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D83B5X9H.

MLA Handbook (7th Edition):

Hansen, Sarah. “Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations.” 2014. Web. 22 Aug 2019.

Vancouver:

Hansen S. Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D83B5X9H.

Council of Science Editors:

Hansen S. Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D83B5X9H


Columbia University

10. Mahfood, Denise. Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development.

Degree: 2014, Columbia University

 The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American… (more)

Subjects/Keywords: Science – Study and teaching; Education

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APA (6th Edition):

Mahfood, D. (2014). Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8WH2N54

Chicago Manual of Style (16th Edition):

Mahfood, Denise. “Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development.” 2014. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D8WH2N54.

MLA Handbook (7th Edition):

Mahfood, Denise. “Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development.” 2014. Web. 22 Aug 2019.

Vancouver:

Mahfood D. Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D8WH2N54.

Council of Science Editors:

Mahfood D. Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8WH2N54


Columbia University

11. Ronan, Darcy. Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate.

Degree: 2014, Columbia University

 There are few studies exploring the impact and effectiveness of the science specialist model or its implementation specifically in urban schools. This ethnography explores the… (more)

Subjects/Keywords: Science – Study and teaching

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

APA (6th Edition):

Ronan, D. (2014). Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D86T0JS3

Chicago Manual of Style (16th Edition):

Ronan, Darcy. “Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate.” 2014. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D86T0JS3.

MLA Handbook (7th Edition):

Ronan, Darcy. “Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate.” 2014. Web. 22 Aug 2019.

Vancouver:

Ronan D. Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D86T0JS3.

Council of Science Editors:

Ronan D. Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D86T0JS3


Columbia University

12. Lazzaro, Christopher C. On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy.

Degree: 2015, Columbia University

 On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Lazzaro, C. C. (2015). On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8WH2NTN

Chicago Manual of Style (16th Edition):

Lazzaro, Christopher C. “On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy.” 2015. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D8WH2NTN.

MLA Handbook (7th Edition):

Lazzaro, Christopher C. “On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy.” 2015. Web. 22 Aug 2019.

Vancouver:

Lazzaro CC. On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D8WH2NTN.

Council of Science Editors:

Lazzaro CC. On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8WH2NTN


Columbia University

13. Mezei, Jessica M. Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning.

Degree: 2015, Columbia University

 The implementation of inquiry learning in American science classrooms remains a challenge. Teachers’ perceptions of inquiry learning are predicated on their past educational experiences, which… (more)

Subjects/Keywords: Education; Science – Study and teaching

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APA (6th Edition):

Mezei, J. M. (2015). Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D89C6WHC

Chicago Manual of Style (16th Edition):

Mezei, Jessica M. “Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning.” 2015. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D89C6WHC.

MLA Handbook (7th Edition):

Mezei, Jessica M. “Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning.” 2015. Web. 22 Aug 2019.

Vancouver:

Mezei JM. Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D89C6WHC.

Council of Science Editors:

Mezei JM. Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D89C6WHC


Columbia University

14. Jammula, Diane Crenshaw. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities.

Degree: 2015, Columbia University

 Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5%… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Jammula, D. C. (2015). Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D89G5KW7

Chicago Manual of Style (16th Edition):

Jammula, Diane Crenshaw. “Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities.” 2015. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D89G5KW7.

MLA Handbook (7th Edition):

Jammula, Diane Crenshaw. “Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities.” 2015. Web. 22 Aug 2019.

Vancouver:

Jammula DC. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D89G5KW7.

Council of Science Editors:

Jammula DC. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D89G5KW7


Columbia University

15. Dashoush, Nermeen. Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development.

Degree: 2015, Columbia University

 This dissertation reports on an ethnographic study to examine and detail emerging practices in a community of practice comprised of an elementary teacher and a… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Dashoush, N. (2015). Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D85H7FB8

Chicago Manual of Style (16th Edition):

Dashoush, Nermeen. “Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development.” 2015. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D85H7FB8.

MLA Handbook (7th Edition):

Dashoush, Nermeen. “Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development.” 2015. Web. 22 Aug 2019.

Vancouver:

Dashoush N. Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D85H7FB8.

Council of Science Editors:

Dashoush N. Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D85H7FB8


Columbia University

16. Stewart Jr., Phillip. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.

Degree: 2013, Columbia University

 Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda… (more)

Subjects/Keywords: Science – Study and teaching; Physics

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APA (6th Edition):

Stewart Jr., P. (2013). Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8QJ7QH4

Chicago Manual of Style (16th Edition):

Stewart Jr., Phillip. “Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.” 2013. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D8QJ7QH4.

MLA Handbook (7th Edition):

Stewart Jr., Phillip. “Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.” 2013. Web. 22 Aug 2019.

Vancouver:

Stewart Jr. P. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D8QJ7QH4.

Council of Science Editors:

Stewart Jr. P. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8QJ7QH4


Columbia University

17. Taher, Tanzina. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.

Degree: 2012, Columbia University

 As our current society becomes more and more dependent on science and technology, it calls for our students to be more science-oriented and involved in… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Taher, T. (2012). Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8XK8NR1

Chicago Manual of Style (16th Edition):

Taher, Tanzina. “Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.” 2012. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D8XK8NR1.

MLA Handbook (7th Edition):

Taher, Tanzina. “Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.” 2012. Web. 22 Aug 2019.

Vancouver:

Taher T. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D8XK8NR1.

Council of Science Editors:

Taher T. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8XK8NR1


Columbia University

18. Lyons, Cheryl. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.

Degree: 2014, Columbia University

 Reasoning about systems is necessary for understanding many modern issues that face society and is important for future scientists and all citizens. Systems thinking may… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Lyons, C. (2014). Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8G73BTT

Chicago Manual of Style (16th Edition):

Lyons, Cheryl. “Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.” 2014. Doctoral Dissertation, Columbia University. Accessed August 22, 2019. https://doi.org/10.7916/D8G73BTT.

MLA Handbook (7th Edition):

Lyons, Cheryl. “Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.” 2014. Web. 22 Aug 2019.

Vancouver:

Lyons C. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Aug 22]. Available from: https://doi.org/10.7916/D8G73BTT.

Council of Science Editors:

Lyons C. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8G73BTT


Florida State University

19. Rose, Karen J. Navigating Emotions and Identity: Learning to Teach Science in a High Needs School.

Degree: PhD, Teacher Education, 2015, Florida State University

 As student populations in the United States become more diverse, teacher education programs are challenged to find innovative and effective ways to prepare teachers for… (more)

Subjects/Keywords: Science; Study and teaching; Education

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APA (6th Edition):

Rose, K. J. (2015). Navigating Emotions and Identity: Learning to Teach Science in a High Needs School. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9440 ;

Chicago Manual of Style (16th Edition):

Rose, Karen J. “Navigating Emotions and Identity: Learning to Teach Science in a High Needs School.” 2015. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9440 ;.

MLA Handbook (7th Edition):

Rose, Karen J. “Navigating Emotions and Identity: Learning to Teach Science in a High Needs School.” 2015. Web. 22 Aug 2019.

Vancouver:

Rose KJ. Navigating Emotions and Identity: Learning to Teach Science in a High Needs School. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9440 ;.

Council of Science Editors:

Rose KJ. Navigating Emotions and Identity: Learning to Teach Science in a High Needs School. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9440 ;


Florida State University

20. Strimaitis, Anna Margaret. Ambitious Instruction in Undergraduate Biology Laboratories.

Degree: PhD, Teacher Education, 2017, Florida State University

 National recommendations for undergraduate biology education call for orchestrating opportunities for students to "figure out" scientific explanations in the classroom setting by engaging in similar… (more)

Subjects/Keywords: Science; Study and teaching

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APA (6th Edition):

Strimaitis, A. M. (2017). Ambitious Instruction in Undergraduate Biology Laboratories. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2017SP_Strimaitis_fsu_0071E_13831 ;

Chicago Manual of Style (16th Edition):

Strimaitis, Anna Margaret. “Ambitious Instruction in Undergraduate Biology Laboratories.” 2017. Doctoral Dissertation, Florida State University. Accessed August 22, 2019. http://purl.flvc.org/fsu/fd/FSU_2017SP_Strimaitis_fsu_0071E_13831 ;.

MLA Handbook (7th Edition):

Strimaitis, Anna Margaret. “Ambitious Instruction in Undergraduate Biology Laboratories.” 2017. Web. 22 Aug 2019.

Vancouver:

Strimaitis AM. Ambitious Instruction in Undergraduate Biology Laboratories. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2019 Aug 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Strimaitis_fsu_0071E_13831 ;.

Council of Science Editors:

Strimaitis AM. Ambitious Instruction in Undergraduate Biology Laboratories. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Strimaitis_fsu_0071E_13831 ;


Rutgers University

21. Reuter, Jamie M., 1986-. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.

Degree: PhD, Education, 2017, Rutgers University

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and… (more)

Subjects/Keywords: Science – Study and teaching (Preschool)

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APA (6th Edition):

Reuter, Jamie M., 1. (2017). Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/53969/

Chicago Manual of Style (16th Edition):

Reuter, Jamie M., 1986-. “Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.” 2017. Doctoral Dissertation, Rutgers University. Accessed August 22, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/53969/.

MLA Handbook (7th Edition):

Reuter, Jamie M., 1986-. “Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.” 2017. Web. 22 Aug 2019.

Vancouver:

Reuter, Jamie M. 1. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Aug 22]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53969/.

Council of Science Editors:

Reuter, Jamie M. 1. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53969/


Rutgers University

22. Rinehart, Ronald W., 1978-. Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments.

Degree: PhD, Education, 2017, Rutgers University

When scientists develop knowledge about the world, they engage in a variety of complex epistemic processes (Allchin, 2011; Hardwig, 1985). They evaluate scientific models and… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Rinehart, Ronald W., 1. (2017). Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/55669/

Chicago Manual of Style (16th Edition):

Rinehart, Ronald W., 1978-. “Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments.” 2017. Doctoral Dissertation, Rutgers University. Accessed August 22, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/55669/.

MLA Handbook (7th Edition):

Rinehart, Ronald W., 1978-. “Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments.” 2017. Web. 22 Aug 2019.

Vancouver:

Rinehart, Ronald W. 1. Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Aug 22]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55669/.

Council of Science Editors:

Rinehart, Ronald W. 1. Promoting students’ epistemic cognition and conceptual learning through the design of science learning environments. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55669/


Montana State University

23. Hinck, Alice Angelina. An evaluation of cross age science outreach within public schools.

Degree: Graduate School, 2013, Montana State University

 The purpose of this project was to evaluate the effectiveness of using advanced science high school students to teach science to elementary students. High school… (more)

Subjects/Keywords: Science Study and teaching.; Peer teaching.

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APA (6th Edition):

Hinck, A. A. (2013). An evaluation of cross age science outreach within public schools. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2791

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):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Thesis, Montana State University. Accessed August 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

MLA Handbook (7th Edition):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Web. 22 Aug 2019.

Vancouver:

Hinck AA. An evaluation of cross age science outreach within public schools. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Aug 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

Council of Science Editors:

Hinck AA. An evaluation of cross age science outreach within public schools. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791

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


Rhodes University

24. Kambeyo, Linus. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.

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

 This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region,… (more)

Subjects/Keywords: Science  – Study and teaching; Science  – Study and teaching  – Namibia; Prior learning

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APA (6th Edition):

Kambeyo, L. (2013). An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001487

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):

Kambeyo, Linus. “An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.” 2013. Thesis, Rhodes University. Accessed August 22, 2019. http://hdl.handle.net/10962/d1001487.

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

MLA Handbook (7th Edition):

Kambeyo, Linus. “An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.” 2013. Web. 22 Aug 2019.

Vancouver:

Kambeyo L. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10962/d1001487.

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

Council of Science Editors:

Kambeyo L. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1001487

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


Nelson Mandela Metropolitan University

25. Leornard, Samantha Lee. Scientific literacy and education for sustainable development : developing scientific literacy in its fundamental and derived senses.

Degree: PhD, Faculty of Education, 2012, Nelson Mandela Metropolitan University

 The importance of developing learners’ scientific literacy in both the fundamental and derived senses has been highlighted by Norris & Phillips (2003). Development of the… (more)

Subjects/Keywords: Science  – Study and teaching; Science  – Experiments

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APA (6th Edition):

Leornard, S. L. (2012). Scientific literacy and education for sustainable development : developing scientific literacy in its fundamental and derived senses. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1010069

Chicago Manual of Style (16th Edition):

Leornard, Samantha Lee. “Scientific literacy and education for sustainable development : developing scientific literacy in its fundamental and derived senses.” 2012. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed August 22, 2019. http://hdl.handle.net/10948/d1010069.

MLA Handbook (7th Edition):

Leornard, Samantha Lee. “Scientific literacy and education for sustainable development : developing scientific literacy in its fundamental and derived senses.” 2012. Web. 22 Aug 2019.

Vancouver:

Leornard SL. Scientific literacy and education for sustainable development : developing scientific literacy in its fundamental and derived senses. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10948/d1010069.

Council of Science Editors:

Leornard SL. Scientific literacy and education for sustainable development : developing scientific literacy in its fundamental and derived senses. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1010069


Oregon State University

26. 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 August 22, 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. 22 Aug 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 Aug 22]. 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


Oregon State University

27. Collins, Jennifer Shalini, 1985-. Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement.

Degree: PhD, Science Education, 2015, Oregon State University

 The underlying aim of my dissertation was to contribute knowledge that may better support and foster STEM education improvement initiatives at public research universities. The… (more)

Subjects/Keywords: Science Education; Science  – Study and teaching (Higher)

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APA (6th Edition):

Collins, Jennifer Shalini, 1. (2015). Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/58095

Chicago Manual of Style (16th Edition):

Collins, Jennifer Shalini, 1985-. “Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement.” 2015. Doctoral Dissertation, Oregon State University. Accessed August 22, 2019. http://hdl.handle.net/1957/58095.

MLA Handbook (7th Edition):

Collins, Jennifer Shalini, 1985-. “Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement.” 2015. Web. 22 Aug 2019.

Vancouver:

Collins, Jennifer Shalini 1. Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1957/58095.

Council of Science Editors:

Collins, Jennifer Shalini 1. Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/58095


Montana State University

28. Nelson, Robert P. (Robert Paul), 1945-. What makes a science video engaging in today's American classroom?: Untamed Science videos: Go adventuring: Intro to genetics with Untamed Science: Untamed Science: the water cycle.

Degree: College of Arts & Architecture, 2011, Montana State University

 This thesis investigates the fundamental question: "What makes a science film for the classroom effective in helping educators achieve their goals for the largest number… (more)

Subjects/Keywords: Science Study and teaching.; Science films.

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APA (6th Edition):

Nelson, Robert P. (Robert Paul), 1. (2011). What makes a science video engaging in today's American classroom?: Untamed Science videos: Go adventuring: Intro to genetics with Untamed Science: Untamed Science: the water cycle. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1946

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):

Nelson, Robert P. (Robert Paul), 1945-. “What makes a science video engaging in today's American classroom?: Untamed Science videos: Go adventuring: Intro to genetics with Untamed Science: Untamed Science: the water cycle.” 2011. Thesis, Montana State University. Accessed August 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1946.

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

MLA Handbook (7th Edition):

Nelson, Robert P. (Robert Paul), 1945-. “What makes a science video engaging in today's American classroom?: Untamed Science videos: Go adventuring: Intro to genetics with Untamed Science: Untamed Science: the water cycle.” 2011. Web. 22 Aug 2019.

Vancouver:

Nelson, Robert P. (Robert Paul) 1. What makes a science video engaging in today's American classroom?: Untamed Science videos: Go adventuring: Intro to genetics with Untamed Science: Untamed Science: the water cycle. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Aug 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1946.

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

Council of Science Editors:

Nelson, Robert P. (Robert Paul) 1. What makes a science video engaging in today's American classroom?: Untamed Science videos: Go adventuring: Intro to genetics with Untamed Science: Untamed Science: the water cycle. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1946

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


Rhodes University

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

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 August 22, 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. 22 Aug 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 Aug 22]. 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


Portland State University

30. Lockwood, Elise Nicole. Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking.

Degree: PhD, Mathematics and Statistics, 2011, Portland State University

  Combinatorics is a growing topic in mathematics with widespread applications in a variety of fields. Because of this, it has become increasingly prominent in… (more)

Subjects/Keywords: Combinatorial analysis  – Study and teaching; Computer science  – Mathematics  – Study and teaching; Counting  – Study and teaching

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

APA (6th Edition):

Lockwood, E. N. (2011). Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/338

Chicago Manual of Style (16th Edition):

Lockwood, Elise Nicole. “Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking.” 2011. Doctoral Dissertation, Portland State University. Accessed August 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/338.

MLA Handbook (7th Edition):

Lockwood, Elise Nicole. “Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking.” 2011. Web. 22 Aug 2019.

Vancouver:

Lockwood EN. Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2019 Aug 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/338.

Council of Science Editors:

Lockwood EN. Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking. [Doctoral Dissertation]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/338

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