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You searched for subject:(chemistry curriculum). Showing records 1 – 30 of 60 total matches.

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Univerzitet u Beogradu

1. Tomašević, Biljana I., 1971-. Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције).

Degree: Hemijski fakultet, 2016, Univerzitet u Beogradu

Настава и образовање - Наставни програми хемије / Education - Chemistry curricula

У оквиру дисертације истраживан је развој гимназијског програма хемије у Србији од 1881.… (more)

Subjects/Keywords: curriculum; chemistry curriculum; chemistry teaching; curriculum components; knowledge of curriculum; creativity

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APA (6th Edition):

Tomašević, Biljana I., 1. (2016). Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције). (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get

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

Chicago Manual of Style (16th Edition):

Tomašević, Biljana I., 1971-. “Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције).” 2016. Thesis, Univerzitet u Beogradu. Accessed October 16, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get.

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

MLA Handbook (7th Edition):

Tomašević, Biljana I., 1971-. “Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције).” 2016. Web. 16 Oct 2019.

Vancouver:

Tomašević, Biljana I. 1. Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције). [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Oct 16]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get.

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

Council of Science Editors:

Tomašević, Biljana I. 1. Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције). [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get

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


University of Manitoba

2. Asselin, Madeleine. Les lignes de force des programmes d'études de chimie 11e et 12e années au Manitoba français depuis 1974: une analyse comparative du contenu officiel.

Degree: Éducation, 2014, University of Manitoba

 Les objectifs de ce mémoire étaient de déterminer les orientations curriculaires du contenu manifeste des programmes d'études manitobains de chimie depuis 1974 et de démontrer… (more)

Subjects/Keywords: chemistry; education; curriculum

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APA (6th Edition):

Asselin, M. (2014). Les lignes de force des programmes d'études de chimie 11e et 12e années au Manitoba français depuis 1974: une analyse comparative du contenu officiel. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/24035

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):

Asselin, Madeleine. “Les lignes de force des programmes d'études de chimie 11e et 12e années au Manitoba français depuis 1974: une analyse comparative du contenu officiel.” 2014. Thesis, University of Manitoba. Accessed October 16, 2019. http://hdl.handle.net/1993/24035.

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

MLA Handbook (7th Edition):

Asselin, Madeleine. “Les lignes de force des programmes d'études de chimie 11e et 12e années au Manitoba français depuis 1974: une analyse comparative du contenu officiel.” 2014. Web. 16 Oct 2019.

Vancouver:

Asselin M. Les lignes de force des programmes d'études de chimie 11e et 12e années au Manitoba français depuis 1974: une analyse comparative du contenu officiel. [Internet] [Thesis]. University of Manitoba; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1993/24035.

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

Council of Science Editors:

Asselin M. Les lignes de force des programmes d'études de chimie 11e et 12e années au Manitoba français depuis 1974: une analyse comparative du contenu officiel. [Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/24035

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


Miami University

3. Grove, Nathaniel P. A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum.

Degree: PhD, Chemistry, 2008, Miami University

 Many students have described organic chemistry as a "killer course"; its purpose to prevent only but the most worthy students from continuing to professional school.… (more)

Subjects/Keywords: Chemistry; chemistry education research; organic chemistry; spiral curriculum; qualitative research

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APA (6th Edition):

Grove, N. P. (2008). A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1209601964

Chicago Manual of Style (16th Edition):

Grove, Nathaniel P. “A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum.” 2008. Doctoral Dissertation, Miami University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209601964.

MLA Handbook (7th Edition):

Grove, Nathaniel P. “A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum.” 2008. Web. 16 Oct 2019.

Vancouver:

Grove NP. A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1209601964.

Council of Science Editors:

Grove NP. A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1209601964


University of Manitoba

4. Kulik, Joel J. The human nature of chemistry curriculum design and development: a Canadian case study.

Degree: Curriculum, Teaching and Learning, 2014, University of Manitoba

 This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated… (more)

Subjects/Keywords: chemistry; curriculum; curriculum design; curriculum development; chemistry curriculum; chemistry curriculum development; human nature; humanity; human dynamics; chemistry education; chemistry teaching; chemistry learning; curriculum construction; curriculum process; curriculum development process; development team; tensionality; tension; influences on curriculum; factors that influence curriculum; lived experiences; stakeholders; historical; phenomenological; phenomenology; autobiography; autobiographical; political; politics; political factors; deconstruction; reconstruction

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APA (6th Edition):

Kulik, J. J. (2014). The human nature of chemistry curriculum design and development: a Canadian case study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23897

Chicago Manual of Style (16th Edition):

Kulik, Joel J. “The human nature of chemistry curriculum design and development: a Canadian case study.” 2014. Masters Thesis, University of Manitoba. Accessed October 16, 2019. http://hdl.handle.net/1993/23897.

MLA Handbook (7th Edition):

Kulik, Joel J. “The human nature of chemistry curriculum design and development: a Canadian case study.” 2014. Web. 16 Oct 2019.

Vancouver:

Kulik JJ. The human nature of chemistry curriculum design and development: a Canadian case study. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1993/23897.

Council of Science Editors:

Kulik JJ. The human nature of chemistry curriculum design and development: a Canadian case study. [Masters Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23897


Louisiana State University

5. Barker, Jacqueline Grace. Effect of instructional methodologies on student achievement modeling instruction vs. traditional instruction.

Degree: MNS, Physical Sciences and Mathematics, 2012, Louisiana State University

  ABSTRACT Different teaching styles can impact student learning in many ways. The purpose of this study was to determine the effectiveness of Modeling Instruction… (more)

Subjects/Keywords: normalized gain; modeling curriculum; chemistry concept inventory

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APA (6th Edition):

Barker, J. G. (2012). Effect of instructional methodologies on student achievement modeling instruction vs. traditional instruction. (Masters Thesis). Louisiana State University. Retrieved from etd-07102012-164634 ; https://digitalcommons.lsu.edu/gradschool_theses/503

Chicago Manual of Style (16th Edition):

Barker, Jacqueline Grace. “Effect of instructional methodologies on student achievement modeling instruction vs. traditional instruction.” 2012. Masters Thesis, Louisiana State University. Accessed October 16, 2019. etd-07102012-164634 ; https://digitalcommons.lsu.edu/gradschool_theses/503.

MLA Handbook (7th Edition):

Barker, Jacqueline Grace. “Effect of instructional methodologies on student achievement modeling instruction vs. traditional instruction.” 2012. Web. 16 Oct 2019.

Vancouver:

Barker JG. Effect of instructional methodologies on student achievement modeling instruction vs. traditional instruction. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Oct 16]. Available from: etd-07102012-164634 ; https://digitalcommons.lsu.edu/gradschool_theses/503.

Council of Science Editors:

Barker JG. Effect of instructional methodologies on student achievement modeling instruction vs. traditional instruction. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07102012-164634 ; https://digitalcommons.lsu.edu/gradschool_theses/503


Miami University

6. Fay, Michael E. Exploring the Undergraduate Chemistry Laboratory Curriculum: Faculty Perspectives.

Degree: MS, Chemistry, 2008, Miami University

 Effectiveness of the undergraduate chemistry laboratory has been the subject of research for several decades. However, it has proven difficult to measure the effectiveness of… (more)

Subjects/Keywords: Chemistry; chemistry laboratory; laboratory curriculum; laboratory goals; qualitative research

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APA (6th Edition):

Fay, M. E. (2008). Exploring the Undergraduate Chemistry Laboratory Curriculum: Faculty Perspectives. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1208894481

Chicago Manual of Style (16th Edition):

Fay, Michael E. “Exploring the Undergraduate Chemistry Laboratory Curriculum: Faculty Perspectives.” 2008. Masters Thesis, Miami University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1208894481.

MLA Handbook (7th Edition):

Fay, Michael E. “Exploring the Undergraduate Chemistry Laboratory Curriculum: Faculty Perspectives.” 2008. Web. 16 Oct 2019.

Vancouver:

Fay ME. Exploring the Undergraduate Chemistry Laboratory Curriculum: Faculty Perspectives. [Internet] [Masters thesis]. Miami University; 2008. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1208894481.

Council of Science Editors:

Fay ME. Exploring the Undergraduate Chemistry Laboratory Curriculum: Faculty Perspectives. [Masters Thesis]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1208894481


Western Michigan University

7. Mutambuki, Jacinta M. Integrating Nanotechnology into the Undergraduate Chemistry Curriculum: The Impact on Students’ Affective Domain.

Degree: PhD, Science Education, Mallinson Institute, 2014, Western Michigan University

  High attrition rates in science, technology, engineering, and mathematics (STEM) continue to be documented in the undergraduate education in the United States (U.S.). There… (more)

Subjects/Keywords: Nanotechnology; undergraduate education; chemistry curriculum; affective domain; interdisciplinary curriculum; Curriculum and Instruction; Science and Mathematics Education; Student Counseling and Personnel Services

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APA (6th Edition):

Mutambuki, J. M. (2014). Integrating Nanotechnology into the Undergraduate Chemistry Curriculum: The Impact on Students’ Affective Domain. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/287

Chicago Manual of Style (16th Edition):

Mutambuki, Jacinta M. “Integrating Nanotechnology into the Undergraduate Chemistry Curriculum: The Impact on Students’ Affective Domain.” 2014. Doctoral Dissertation, Western Michigan University. Accessed October 16, 2019. https://scholarworks.wmich.edu/dissertations/287.

MLA Handbook (7th Edition):

Mutambuki, Jacinta M. “Integrating Nanotechnology into the Undergraduate Chemistry Curriculum: The Impact on Students’ Affective Domain.” 2014. Web. 16 Oct 2019.

Vancouver:

Mutambuki JM. Integrating Nanotechnology into the Undergraduate Chemistry Curriculum: The Impact on Students’ Affective Domain. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2019 Oct 16]. Available from: https://scholarworks.wmich.edu/dissertations/287.

Council of Science Editors:

Mutambuki JM. Integrating Nanotechnology into the Undergraduate Chemistry Curriculum: The Impact on Students’ Affective Domain. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/287


McMaster University

8. Hoogendoorn, Irma. The Changing Role of Chemistry Laboratories.

Degree: MSc, 1990, McMaster University

Chemistry is an experimental science and many educators believe that the laboratory program is central to the teaching of chemistry. Introductory chemistry curriculum, as… (more)

Subjects/Keywords: chemistry laboratories; teaching; chemistry curriculum; university

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APA (6th Edition):

Hoogendoorn, I. (1990). The Changing Role of Chemistry Laboratories. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/19264

Chicago Manual of Style (16th Edition):

Hoogendoorn, Irma. “The Changing Role of Chemistry Laboratories.” 1990. Masters Thesis, McMaster University. Accessed October 16, 2019. http://hdl.handle.net/11375/19264.

MLA Handbook (7th Edition):

Hoogendoorn, Irma. “The Changing Role of Chemistry Laboratories.” 1990. Web. 16 Oct 2019.

Vancouver:

Hoogendoorn I. The Changing Role of Chemistry Laboratories. [Internet] [Masters thesis]. McMaster University; 1990. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11375/19264.

Council of Science Editors:

Hoogendoorn I. The Changing Role of Chemistry Laboratories. [Masters Thesis]. McMaster University; 1990. Available from: http://hdl.handle.net/11375/19264

9. Byrnes, Scott WIlliam. Assimilative domain proficiency and performance in chemistry coursework.

Degree: 2010, Walden University

  The assimilation and synthesis of knowledge is essential for students to be successful in chemistry, yet not all students synthesize knowledge as intended. The… (more)

Subjects/Keywords: Chemistry, General; Education, Sciences; Education, Curriculum and Instruction

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APA (6th Edition):

Byrnes, S. W. (2010). Assimilative domain proficiency and performance in chemistry coursework. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3397866

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):

Byrnes, Scott WIlliam. “Assimilative domain proficiency and performance in chemistry coursework.” 2010. Thesis, Walden University. Accessed October 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3397866.

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

MLA Handbook (7th Edition):

Byrnes, Scott WIlliam. “Assimilative domain proficiency and performance in chemistry coursework.” 2010. Web. 16 Oct 2019.

Vancouver:

Byrnes SW. Assimilative domain proficiency and performance in chemistry coursework. [Internet] [Thesis]. Walden University; 2010. [cited 2019 Oct 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3397866.

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

Council of Science Editors:

Byrnes SW. Assimilative domain proficiency and performance in chemistry coursework. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3397866

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


Mississippi State University

10. Ivey, Lauren Elizabeth. Evaluating the effectiveness of integrating food science lessons in high school Biology curriculum in comparison to high school Chemistry curriculum.

Degree: MS, Food Science, Nutrition, and Health Promotion, 2016, Mississippi State University

  Historically, high school chemistry has been the predominate venue for introducing food science curriculum to students. The purpose of this research was to determine… (more)

Subjects/Keywords: exposure; principles; curriculum; chemistry; biology; education; food science

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APA (6th Edition):

Ivey, L. E. (2016). Evaluating the effectiveness of integrating food science lessons in high school Biology curriculum in comparison to high school Chemistry curriculum. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-05132016-113713/ ;

Chicago Manual of Style (16th Edition):

Ivey, Lauren Elizabeth. “Evaluating the effectiveness of integrating food science lessons in high school Biology curriculum in comparison to high school Chemistry curriculum.” 2016. Masters Thesis, Mississippi State University. Accessed October 16, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-05132016-113713/ ;.

MLA Handbook (7th Edition):

Ivey, Lauren Elizabeth. “Evaluating the effectiveness of integrating food science lessons in high school Biology curriculum in comparison to high school Chemistry curriculum.” 2016. Web. 16 Oct 2019.

Vancouver:

Ivey LE. Evaluating the effectiveness of integrating food science lessons in high school Biology curriculum in comparison to high school Chemistry curriculum. [Internet] [Masters thesis]. Mississippi State University; 2016. [cited 2019 Oct 16]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-05132016-113713/ ;.

Council of Science Editors:

Ivey LE. Evaluating the effectiveness of integrating food science lessons in high school Biology curriculum in comparison to high school Chemistry curriculum. [Masters Thesis]. Mississippi State University; 2016. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-05132016-113713/ ;


Dublin City University

11. Walshe, Anna. From curriculum to classroom in upper second level science.

Degree: School of Chemical Sciences, 2015, Dublin City University

 Education in Ireland has gone through a significant period of change since the 1980s. Upper second level education has been the subject of extensive consultation… (more)

Subjects/Keywords: Education; Teaching; Chemistry; Curriculum; Transfer; Teacher Education; Learning outcomes

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APA (6th Edition):

Walshe, A. (2015). From curriculum to classroom in upper second level science. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/20736/

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):

Walshe, Anna. “From curriculum to classroom in upper second level science.” 2015. Thesis, Dublin City University. Accessed October 16, 2019. http://doras.dcu.ie/20736/.

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

MLA Handbook (7th Edition):

Walshe, Anna. “From curriculum to classroom in upper second level science.” 2015. Web. 16 Oct 2019.

Vancouver:

Walshe A. From curriculum to classroom in upper second level science. [Internet] [Thesis]. Dublin City University; 2015. [cited 2019 Oct 16]. Available from: http://doras.dcu.ie/20736/.

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

Council of Science Editors:

Walshe A. From curriculum to classroom in upper second level science. [Thesis]. Dublin City University; 2015. Available from: http://doras.dcu.ie/20736/

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


University of North Carolina

12. Ainslie, Garrett Robert. A Translational Approach to Assess the Risk of Dietary Substance-Drug Interactions.

Degree: 2015, University of North Carolina

 Myriad diet-derived substances, including foods, nutritional supplements, and exotic beverages are increasingly sought for their purported health benefits. These natural, seemingly safe, products can perpetrate… (more)

Subjects/Keywords: Toxicology; Pharmaceutical chemistry; School of Medicine; Curriculum in Toxicology

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APA (6th Edition):

Ainslie, G. R. (2015). A Translational Approach to Assess the Risk of Dietary Substance-Drug Interactions. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:cfbcab30-f537-46fd-b7bc-cf1e5f4cbefa

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):

Ainslie, Garrett Robert. “A Translational Approach to Assess the Risk of Dietary Substance-Drug Interactions.” 2015. Thesis, University of North Carolina. Accessed October 16, 2019. https://cdr.lib.unc.edu/record/uuid:cfbcab30-f537-46fd-b7bc-cf1e5f4cbefa.

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

MLA Handbook (7th Edition):

Ainslie, Garrett Robert. “A Translational Approach to Assess the Risk of Dietary Substance-Drug Interactions.” 2015. Web. 16 Oct 2019.

Vancouver:

Ainslie GR. A Translational Approach to Assess the Risk of Dietary Substance-Drug Interactions. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2019 Oct 16]. Available from: https://cdr.lib.unc.edu/record/uuid:cfbcab30-f537-46fd-b7bc-cf1e5f4cbefa.

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

Council of Science Editors:

Ainslie GR. A Translational Approach to Assess the Risk of Dietary Substance-Drug Interactions. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:cfbcab30-f537-46fd-b7bc-cf1e5f4cbefa

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


University of New Orleans

13. Hickey, Sean P. The Roundtable of Scientific Communication: From Classroom to Course Creation, Back to Classroom and Beyond.

Degree: PhD, Chemistry, 2019, University of New Orleans

  This research encompasses many aspects of chemical education research including curriculum and pedagogical changes to the freshman and sophomore courses. Curriculum changes included the… (more)

Subjects/Keywords: chemical education; chemistry; pedagogy; curriculum; video; active learning; Curriculum and Instruction; Educational Methods; Organic Chemistry; Other Chemistry; Scholarship of Teaching and Learning

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APA (6th Edition):

Hickey, S. P. (2019). The Roundtable of Scientific Communication: From Classroom to Course Creation, Back to Classroom and Beyond. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2668

Chicago Manual of Style (16th Edition):

Hickey, Sean P. “The Roundtable of Scientific Communication: From Classroom to Course Creation, Back to Classroom and Beyond.” 2019. Doctoral Dissertation, University of New Orleans. Accessed October 16, 2019. https://scholarworks.uno.edu/td/2668.

MLA Handbook (7th Edition):

Hickey, Sean P. “The Roundtable of Scientific Communication: From Classroom to Course Creation, Back to Classroom and Beyond.” 2019. Web. 16 Oct 2019.

Vancouver:

Hickey SP. The Roundtable of Scientific Communication: From Classroom to Course Creation, Back to Classroom and Beyond. [Internet] [Doctoral dissertation]. University of New Orleans; 2019. [cited 2019 Oct 16]. Available from: https://scholarworks.uno.edu/td/2668.

Council of Science Editors:

Hickey SP. The Roundtable of Scientific Communication: From Classroom to Course Creation, Back to Classroom and Beyond. [Doctoral Dissertation]. University of New Orleans; 2019. Available from: https://scholarworks.uno.edu/td/2668


Universidade do Rio Grande do Sul

14. Rocha, Paula Del Ponte. Orientações curriculares e políticas públicas para a formação de professores : um estudo sobre o curso de licenciatura em Química da UFPel.

Degree: 2014, Universidade do Rio Grande do Sul

Este trabalho se refere a um estudo do curso de Licenciatura em Química da UFPel, no qual buscamos compreender os efeitos das políticas curriculares, das… (more)

Subjects/Keywords: Training teachers of chemistry; Formação de professores; Política educacional; Curriculum policy; Currículo; PIBID; Licenciatura; ENADE

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APA (6th Edition):

Rocha, P. D. P. (2014). Orientações curriculares e políticas públicas para a formação de professores : um estudo sobre o curso de licenciatura em Química da UFPel. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/105037

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):

Rocha, Paula Del Ponte. “Orientações curriculares e políticas públicas para a formação de professores : um estudo sobre o curso de licenciatura em Química da UFPel.” 2014. Thesis, Universidade do Rio Grande do Sul. Accessed October 16, 2019. http://hdl.handle.net/10183/105037.

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

MLA Handbook (7th Edition):

Rocha, Paula Del Ponte. “Orientações curriculares e políticas públicas para a formação de professores : um estudo sobre o curso de licenciatura em Química da UFPel.” 2014. Web. 16 Oct 2019.

Vancouver:

Rocha PDP. Orientações curriculares e políticas públicas para a formação de professores : um estudo sobre o curso de licenciatura em Química da UFPel. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10183/105037.

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

Council of Science Editors:

Rocha PDP. Orientações curriculares e políticas públicas para a formação de professores : um estudo sobre o curso de licenciatura em Química da UFPel. [Thesis]. Universidade do Rio Grande do Sul; 2014. Available from: http://hdl.handle.net/10183/105037

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


Karlstad University

15. Möller, Kristina. Åtta förskollärares uppfattning om ämnet kemi : Ett examenarbete i förskollärarutbildningen.

Degree: Science and Technology (starting 2013), 2014, Karlstad University

  This is a survey of pre-school teacher´s use of chemistry as a part of their classroom curriculum. The thesis was conducted as the capstone… (more)

Subjects/Keywords: Chemistry; science; curriculum; preschool and teacher´s opinion; naturkunskap; kemi; läroplan; förskollärares uppfattning

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

APA (6th Edition):

Möller, K. (2014). Åtta förskollärares uppfattning om ämnet kemi : Ett examenarbete i förskollärarutbildningen. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31479

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):

Möller, Kristina. “Åtta förskollärares uppfattning om ämnet kemi : Ett examenarbete i förskollärarutbildningen.” 2014. Thesis, Karlstad University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31479.

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

MLA Handbook (7th Edition):

Möller, Kristina. “Åtta förskollärares uppfattning om ämnet kemi : Ett examenarbete i förskollärarutbildningen.” 2014. Web. 16 Oct 2019.

Vancouver:

Möller K. Åtta förskollärares uppfattning om ämnet kemi : Ett examenarbete i förskollärarutbildningen. [Internet] [Thesis]. Karlstad University; 2014. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31479.

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

Council of Science Editors:

Möller K. Åtta förskollärares uppfattning om ämnet kemi : Ett examenarbete i förskollärarutbildningen. [Thesis]. Karlstad University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31479

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


Purdue University

16. Tekane, Rethabile Reginalda. PROCESSES FOR IDENTIFYING IMPORTANT CHEMISTRY AND BIOCHEMISTRY CONCEPTS AND REPRESENTATIONS AND THEIR QUALITATIVE ASSESSMENT IN UNDERGRADUATE BIOLOGY COURSES.

Degree: PhD, Chemistry, 2016, Purdue University

 Biology has become increasingly more interdisciplinary in nature. Therefore, the Association of American Medical Colleges-Howard Hughes Medical Institute, and the National Research Council have called… (more)

Subjects/Keywords: Acid-base Knowledge; Asssessment design model; Chemistry concepts for biology courses; Integrated curriculum

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

APA (6th Edition):

Tekane, R. R. (2016). PROCESSES FOR IDENTIFYING IMPORTANT CHEMISTRY AND BIOCHEMISTRY CONCEPTS AND REPRESENTATIONS AND THEIR QUALITATIVE ASSESSMENT IN UNDERGRADUATE BIOLOGY COURSES. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1475

Chicago Manual of Style (16th Edition):

Tekane, Rethabile Reginalda. “PROCESSES FOR IDENTIFYING IMPORTANT CHEMISTRY AND BIOCHEMISTRY CONCEPTS AND REPRESENTATIONS AND THEIR QUALITATIVE ASSESSMENT IN UNDERGRADUATE BIOLOGY COURSES.” 2016. Doctoral Dissertation, Purdue University. Accessed October 16, 2019. https://docs.lib.purdue.edu/open_access_dissertations/1475.

MLA Handbook (7th Edition):

Tekane, Rethabile Reginalda. “PROCESSES FOR IDENTIFYING IMPORTANT CHEMISTRY AND BIOCHEMISTRY CONCEPTS AND REPRESENTATIONS AND THEIR QUALITATIVE ASSESSMENT IN UNDERGRADUATE BIOLOGY COURSES.” 2016. Web. 16 Oct 2019.

Vancouver:

Tekane RR. PROCESSES FOR IDENTIFYING IMPORTANT CHEMISTRY AND BIOCHEMISTRY CONCEPTS AND REPRESENTATIONS AND THEIR QUALITATIVE ASSESSMENT IN UNDERGRADUATE BIOLOGY COURSES. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2019 Oct 16]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1475.

Council of Science Editors:

Tekane RR. PROCESSES FOR IDENTIFYING IMPORTANT CHEMISTRY AND BIOCHEMISTRY CONCEPTS AND REPRESENTATIONS AND THEIR QUALITATIVE ASSESSMENT IN UNDERGRADUATE BIOLOGY COURSES. [Doctoral Dissertation]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1475


Duquesne University

17. Doody, Lurea Joan. Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry.

Degree: EdD, Professional Doctorate in Educational Leadership (ProDEL), 2018, Duquesne University

  The purpose of this study was to understand if a green chemistry laboratory design facilitated students’ transformative experiences in a first-semester general chemistry course… (more)

Subjects/Keywords: green chemistry; transformative experience; improvement science; practical measurement; STEM motivation and retention; Chemistry; Curriculum and Instruction

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

APA (6th Edition):

Doody, L. J. (2018). Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1435

Chicago Manual of Style (16th Edition):

Doody, Lurea Joan. “Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry.” 2018. Doctoral Dissertation, Duquesne University. Accessed October 16, 2019. https://dsc.duq.edu/etd/1435.

MLA Handbook (7th Edition):

Doody, Lurea Joan. “Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry.” 2018. Web. 16 Oct 2019.

Vancouver:

Doody LJ. Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry. [Internet] [Doctoral dissertation]. Duquesne University; 2018. [cited 2019 Oct 16]. Available from: https://dsc.duq.edu/etd/1435.

Council of Science Editors:

Doody LJ. Effects of a Green Chemistry Laboratory Design on First- Semester General Chemistry Students' Transformative Experiences in Chemistry. [Doctoral Dissertation]. Duquesne University; 2018. Available from: https://dsc.duq.edu/etd/1435


Purdue University

18. Moon, Alena C. Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach.

Degree: PhD, Chemistry, 2016, Purdue University

  The benefits of facilitating argumentation in science education have been well reported (Jimenez-Aleixandre & Erduran, 2007). Engaging in argumentation has shown to model authentic… (more)

Subjects/Keywords: Pure sciences; Education; Discourse analysis; POGIL curriculum; Physical chemistry; Scientific argumentation; Chemistry; Science and Mathematics Education

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

APA (6th Edition):

Moon, A. C. (2016). Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/684

Chicago Manual of Style (16th Edition):

Moon, Alena C. “Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach.” 2016. Doctoral Dissertation, Purdue University. Accessed October 16, 2019. https://docs.lib.purdue.edu/open_access_dissertations/684.

MLA Handbook (7th Edition):

Moon, Alena C. “Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach.” 2016. Web. 16 Oct 2019.

Vancouver:

Moon AC. Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2019 Oct 16]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/684.

Council of Science Editors:

Moon AC. Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach. [Doctoral Dissertation]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_dissertations/684


University of Georgia

19. Cole, Gerri Lynn. Secondary science teachers' use of socioscientific issues in the teaching and learning of chemistry: an interpretive study.

Degree: PhD, Science Education, 2011, University of Georgia

 Socioscientific issues (SSI) can serve as a basis for designing lessons that provide opportunities for students to make informed decisions about the world around them.… (more)

Subjects/Keywords: Socioscientific issues; Socioscientific reasoning; Nature of science; Chemistry; Chemistry teaching; Chemistry learning; Secondary in-service teachers; Teacher beliefs; Situated learning; Schwab’s notion of curriculum; Case study; Interpretive research

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

APA (6th Edition):

Cole, G. L. (2011). Secondary science teachers' use of socioscientific issues in the teaching and learning of chemistry: an interpretive study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cole_gerri_l_201112_phd

Chicago Manual of Style (16th Edition):

Cole, Gerri Lynn. “Secondary science teachers' use of socioscientific issues in the teaching and learning of chemistry: an interpretive study.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 16, 2019. http://purl.galileo.usg.edu/uga_etd/cole_gerri_l_201112_phd.

MLA Handbook (7th Edition):

Cole, Gerri Lynn. “Secondary science teachers' use of socioscientific issues in the teaching and learning of chemistry: an interpretive study.” 2011. Web. 16 Oct 2019.

Vancouver:

Cole GL. Secondary science teachers' use of socioscientific issues in the teaching and learning of chemistry: an interpretive study. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 16]. Available from: http://purl.galileo.usg.edu/uga_etd/cole_gerri_l_201112_phd.

Council of Science Editors:

Cole GL. Secondary science teachers' use of socioscientific issues in the teaching and learning of chemistry: an interpretive study. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/cole_gerri_l_201112_phd


University of KwaZulu-Natal

20. Chirikure, Tamirirofa. Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry.

Degree: 2017, University of KwaZulu-Natal

Abstract available in PDF file. Advisors/Committee Members: Hobden, Paul Anthony. (advisor), Hobden, Sally Diane. (advisor).

Subjects/Keywords: Theses - Education.; Advanced level chemistry.; Teaching chemistry; Chemistry curriculum.; Science educators.

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

APA (6th Edition):

Chirikure, T. (2017). Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/16147

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):

Chirikure, Tamirirofa. “Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry.” 2017. Thesis, University of KwaZulu-Natal. Accessed October 16, 2019. http://hdl.handle.net/10413/16147.

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

MLA Handbook (7th Edition):

Chirikure, Tamirirofa. “Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry.” 2017. Web. 16 Oct 2019.

Vancouver:

Chirikure T. Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10413/16147.

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

Council of Science Editors:

Chirikure T. Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/16147

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

21. Neman, Robert Lynn. A Focus on Problems of National Interest in the College General Chemistry Laboratory: The Effects of the Problem-Oriented Method Compared with Those of the Traditional Approach.

Degree: 1972, North Texas State University

 Dealing with the college laboratory program in general chemistry, this study compares the effects of exercises based on current national problems with the effects of… (more)

Subjects/Keywords: general chemistry; Chemistry  – Study and teaching (Higher); college curriculum; undergraduate chemistry

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

APA (6th Edition):

Neman, R. L. (1972). A Focus on Problems of National Interest in the College General Chemistry Laboratory: The Effects of the Problem-Oriented Method Compared with Those of the Traditional Approach. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500397/

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):

Neman, Robert Lynn. “A Focus on Problems of National Interest in the College General Chemistry Laboratory: The Effects of the Problem-Oriented Method Compared with Those of the Traditional Approach.” 1972. Thesis, North Texas State University. Accessed October 16, 2019. https://digital.library.unt.edu/ark:/67531/metadc500397/.

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

MLA Handbook (7th Edition):

Neman, Robert Lynn. “A Focus on Problems of National Interest in the College General Chemistry Laboratory: The Effects of the Problem-Oriented Method Compared with Those of the Traditional Approach.” 1972. Web. 16 Oct 2019.

Vancouver:

Neman RL. A Focus on Problems of National Interest in the College General Chemistry Laboratory: The Effects of the Problem-Oriented Method Compared with Those of the Traditional Approach. [Internet] [Thesis]. North Texas State University; 1972. [cited 2019 Oct 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500397/.

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

Council of Science Editors:

Neman RL. A Focus on Problems of National Interest in the College General Chemistry Laboratory: The Effects of the Problem-Oriented Method Compared with Those of the Traditional Approach. [Thesis]. North Texas State University; 1972. Available from: https://digital.library.unt.edu/ark:/67531/metadc500397/

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


University of Illinois – Chicago

22. Morales-Doyle, Daniel. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.

Degree: 2015, University of Illinois – Chicago

 This dissertation presents the findings of a retrospective case study of an Advanced Placement (AP) chemistry class in a neighborhood high school that was founded… (more)

Subjects/Keywords: science education; critical pedagogy; culturally relevant pedagogy; secondary chemistry; teaching for social justice; socio-transformative constructivism; socially transformative curriculum; urban education

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APA (6th Edition):

Morales-Doyle, D. (2015). Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19765

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):

Morales-Doyle, Daniel. “Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.” 2015. Thesis, University of Illinois – Chicago. Accessed October 16, 2019. http://hdl.handle.net/10027/19765.

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

MLA Handbook (7th Edition):

Morales-Doyle, Daniel. “Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry.” 2015. Web. 16 Oct 2019.

Vancouver:

Morales-Doyle D. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10027/19765.

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

Council of Science Editors:

Morales-Doyle D. Science Education as a Catalyst for Social Change? Justice-Centered Pedagogy in Secondary Chemistry. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19765

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


Universidade Federal de Santa Maria

23. Alceu Júnior Paz da Silva. A QUÍMICA NA EJA: CIÊNCIA E IDEOLOGIA.

Degree: 2007, Universidade Federal de Santa Maria

O cenário contemporâneo de desemprego massivo e de intensificação da precarização do trabalho tem levado para o interior dos cursos de Educação de Jovens e… (more)

Subjects/Keywords: currículo de química; educação de jovens e adultos; ideologia; EDUCACAO; chemistry curriculum; adult and youth education; ideology

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APA (6th Edition):

Silva, A. J. P. d. (2007). A QUÍMICA NA EJA: CIÊNCIA E IDEOLOGIA. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1096

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):

Silva, Alceu Júnior Paz da. “A QUÍMICA NA EJA: CIÊNCIA E IDEOLOGIA.” 2007. Thesis, Universidade Federal de Santa Maria. Accessed October 16, 2019. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1096.

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

MLA Handbook (7th Edition):

Silva, Alceu Júnior Paz da. “A QUÍMICA NA EJA: CIÊNCIA E IDEOLOGIA.” 2007. Web. 16 Oct 2019.

Vancouver:

Silva AJPd. A QUÍMICA NA EJA: CIÊNCIA E IDEOLOGIA. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2007. [cited 2019 Oct 16]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1096.

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

Council of Science Editors:

Silva AJPd. A QUÍMICA NA EJA: CIÊNCIA E IDEOLOGIA. [Thesis]. Universidade Federal de Santa Maria; 2007. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1096

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

24. Vilhena, João Manuel Soares. Relatório da prática de ensino supervisionada: na área de especialização do mestrado em ensino da Física e Química na Escola Secundária Severim de Faria, Évora.

Degree: 2013, Universidade de Évora

 O presente relatório pretende descrever o trabalho realizado, no âmbito da Prática de Ensino Supervisionada (PES), no ano letivo de 2012-2013, englobada no Mestrado em… (more)

Subjects/Keywords: Prática de ensino supervisionada; Física; Química; Currículo; Ensino; Aprendizagem; Reflexão; Interdisciplinariedade; Supervised teaching pratice; Physics; Chemistry; Curriculum; Teaching; Learning; Reflection; Interdisciplinarity

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

APA (6th Edition):

Vilhena, J. M. S. (2013). Relatório da prática de ensino supervisionada: na área de especialização do mestrado em ensino da Física e Química na Escola Secundária Severim de Faria, Évora. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/10891

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):

Vilhena, João Manuel Soares. “Relatório da prática de ensino supervisionada: na área de especialização do mestrado em ensino da Física e Química na Escola Secundária Severim de Faria, Évora.” 2013. Thesis, Universidade de Évora. Accessed October 16, 2019. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/10891.

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

MLA Handbook (7th Edition):

Vilhena, João Manuel Soares. “Relatório da prática de ensino supervisionada: na área de especialização do mestrado em ensino da Física e Química na Escola Secundária Severim de Faria, Évora.” 2013. Web. 16 Oct 2019.

Vancouver:

Vilhena JMS. Relatório da prática de ensino supervisionada: na área de especialização do mestrado em ensino da Física e Química na Escola Secundária Severim de Faria, Évora. [Internet] [Thesis]. Universidade de Évora; 2013. [cited 2019 Oct 16]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/10891.

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

Council of Science Editors:

Vilhena JMS. Relatório da prática de ensino supervisionada: na área de especialização do mestrado em ensino da Física e Química na Escola Secundária Severim de Faria, Évora. [Thesis]. Universidade de Évora; 2013. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/10891

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


KTH

25. Israelsson, Stina. Lärares syn på öppna laborationer i kemiundervisningen.

Degree: Education and Communication in Engineering Science (ECE), 2017, KTH

Ett övergripande examensmål för naturvetenskapsprogrammet är att eleverna ska utveckla ett naturvetenskapligt förhållningssätt enligt gällande läroplan. Detta innefattar ”förmåga till kritiskt tänkande, logiska resonemang,… (more)

Subjects/Keywords: inquiry-based laboratory; chemistry; teacher; curriculum theory; scientific; öppna laborationer; kemi; lärare; läroplansteori; naturvetenskapligt; Chemical Sciences; Kemi; Educational Sciences; Utbildningsvetenskap

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

APA (6th Edition):

Israelsson, S. (2017). Lärares syn på öppna laborationer i kemiundervisningen. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214924

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):

Israelsson, Stina. “Lärares syn på öppna laborationer i kemiundervisningen.” 2017. Thesis, KTH. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214924.

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

MLA Handbook (7th Edition):

Israelsson, Stina. “Lärares syn på öppna laborationer i kemiundervisningen.” 2017. Web. 16 Oct 2019.

Vancouver:

Israelsson S. Lärares syn på öppna laborationer i kemiundervisningen. [Internet] [Thesis]. KTH; 2017. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214924.

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

Council of Science Editors:

Israelsson S. Lärares syn på öppna laborationer i kemiundervisningen. [Thesis]. KTH; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-214924

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


University of California – Berkeley

26. Chiu, Jennifer Lopseen. Supporting Students' Knowledge Integration with Technology-Enhanced Inquiry Curricula.

Degree: Education, 2010, University of California – Berkeley

 Dynamic visualizations of scientific phenomena have the potential to transform how students learn and understand science. Dynamic visualizations enable interaction and experimentation with unobservable atomic-level… (more)

Subjects/Keywords: Education, Sciences; Education, Curriculum and Instruction; Education, Technology; Chemistry Education; Dynamic Visualizations; Explanation; Self-monitoring; Technology-Enhanced Instruction

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

APA (6th Edition):

Chiu, J. L. (2010). Supporting Students' Knowledge Integration with Technology-Enhanced Inquiry Curricula. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9d75p50t

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):

Chiu, Jennifer Lopseen. “Supporting Students' Knowledge Integration with Technology-Enhanced Inquiry Curricula.” 2010. Thesis, University of California – Berkeley. Accessed October 16, 2019. http://www.escholarship.org/uc/item/9d75p50t.

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

MLA Handbook (7th Edition):

Chiu, Jennifer Lopseen. “Supporting Students' Knowledge Integration with Technology-Enhanced Inquiry Curricula.” 2010. Web. 16 Oct 2019.

Vancouver:

Chiu JL. Supporting Students' Knowledge Integration with Technology-Enhanced Inquiry Curricula. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2019 Oct 16]. Available from: http://www.escholarship.org/uc/item/9d75p50t.

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

Council of Science Editors:

Chiu JL. Supporting Students' Knowledge Integration with Technology-Enhanced Inquiry Curricula. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/9d75p50t

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


SUNY College at Brockport

27. Osgood, Keith. A Practical Guide to Incorporating Best Practices into a College-level Instrumental Methods Course.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  There are a great number of teaching methods and practices which have been thoroughly studied and supported by research, but have not yet achieved… (more)

Subjects/Keywords: POGIL; Inquiry; Chemistry; Specifications Grading; Guided Inquiry; PBL; Curriculum and Instruction; Education; Educational Methods; Science and Mathematics Education

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

APA (6th Edition):

Osgood, K. (2018). A Practical Guide to Incorporating Best Practices into a College-level Instrumental Methods Course. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1212

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):

Osgood, Keith. “A Practical Guide to Incorporating Best Practices into a College-level Instrumental Methods Course.” 2018. Thesis, SUNY College at Brockport. Accessed October 16, 2019. https://digitalcommons.brockport.edu/ehd_theses/1212.

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

MLA Handbook (7th Edition):

Osgood, Keith. “A Practical Guide to Incorporating Best Practices into a College-level Instrumental Methods Course.” 2018. Web. 16 Oct 2019.

Vancouver:

Osgood K. A Practical Guide to Incorporating Best Practices into a College-level Instrumental Methods Course. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2019 Oct 16]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1212.

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

Council of Science Editors:

Osgood K. A Practical Guide to Incorporating Best Practices into a College-level Instrumental Methods Course. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1212

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


McMaster University

28. Painter, Frances. A CBI Module and User Guide for Teaching Organic Chemistry.

Degree: MS(Teaching), 2000, McMaster University

This project presents the development of a lesson design format on "Introduction to Organic Chemistry" for CBI - computer-based instruction. The design is to… (more)

Subjects/Keywords: module; teaching; organic; chemistry; students; CBI; technology; curriculum

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

APA (6th Edition):

Painter, F. (2000). A CBI Module and User Guide for Teaching Organic Chemistry. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/19181

Chicago Manual of Style (16th Edition):

Painter, Frances. “A CBI Module and User Guide for Teaching Organic Chemistry.” 2000. Masters Thesis, McMaster University. Accessed October 16, 2019. http://hdl.handle.net/11375/19181.

MLA Handbook (7th Edition):

Painter, Frances. “A CBI Module and User Guide for Teaching Organic Chemistry.” 2000. Web. 16 Oct 2019.

Vancouver:

Painter F. A CBI Module and User Guide for Teaching Organic Chemistry. [Internet] [Masters thesis]. McMaster University; 2000. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11375/19181.

Council of Science Editors:

Painter F. A CBI Module and User Guide for Teaching Organic Chemistry. [Masters Thesis]. McMaster University; 2000. Available from: http://hdl.handle.net/11375/19181

29. Lopes, Leonel de Matos. O ensino da físico-química aos alunos com perturbações do espectro do autismo.

Degree: 2017, Repositório Científico do Instituto Politécnico de Lisboa

Projeto de Intervenção apresentado na Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Especial - Especialidade em Problemas de… (more)

Subjects/Keywords: Perturbação do espectro do autismo; Currículo; Físico-química; Inclusão; Autism spectrum disorder; Curriculum; Physics; Chemistry; Inclusion

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

APA (6th Edition):

Lopes, L. d. M. (2017). O ensino da físico-química aos alunos com perturbações do espectro do autismo. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8221

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):

Lopes, Leonel de Matos. “O ensino da físico-química aos alunos com perturbações do espectro do autismo.” 2017. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed October 16, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8221.

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

MLA Handbook (7th Edition):

Lopes, Leonel de Matos. “O ensino da físico-química aos alunos com perturbações do espectro do autismo.” 2017. Web. 16 Oct 2019.

Vancouver:

Lopes LdM. O ensino da físico-química aos alunos com perturbações do espectro do autismo. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. [cited 2019 Oct 16]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8221.

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

Council of Science Editors:

Lopes LdM. O ensino da físico-química aos alunos com perturbações do espectro do autismo. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8221

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


SUNY College at Brockport

30. Laistner, Marilyn. Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  Using Cognitive Load Theory as a tool to help teachers differentiate in a Chemistry classroom can benefit both teacher and student. Using this theory,… (more)

Subjects/Keywords: chemistry; education; cognitive efficiency; differentiation; Next Generation Science Standards; cognitive load; Curriculum and Instruction; Education; Science and Mathematics Education

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

APA (6th Edition):

Laistner, M. (2016). Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/683

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):

Laistner, Marilyn. “Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency.” 2016. Thesis, SUNY College at Brockport. Accessed October 16, 2019. https://digitalcommons.brockport.edu/ehd_theses/683.

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

MLA Handbook (7th Edition):

Laistner, Marilyn. “Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency.” 2016. Web. 16 Oct 2019.

Vancouver:

Laistner M. Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Oct 16]. Available from: https://digitalcommons.brockport.edu/ehd_theses/683.

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

Council of Science Editors:

Laistner M. Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/683

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

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