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You searched for subject:(conceptual understanding). Showing records 1 – 30 of 126 total matches.

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SUNY College at Brockport

1. DiNottia, Charles. Using Student Generated Data to Promote Conceptual Understanding: A Student Led Approach to Statistics.

Degree: MSEd, Education and Human Development, 2019, SUNY College at Brockport

  This curriculum project offers a complete Statistics unit plan designed for Algebra 1 students. The unit plan consists of twelve statistics lessons, three of… (more)

Subjects/Keywords: Statistics; Conceptual; Understanding; Education

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

APA (6th Edition):

DiNottia, C. (2019). Using Student Generated Data to Promote Conceptual Understanding: A Student Led Approach to Statistics. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1269

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):

DiNottia, Charles. “Using Student Generated Data to Promote Conceptual Understanding: A Student Led Approach to Statistics.” 2019. Thesis, SUNY College at Brockport. Accessed November 24, 2020. https://digitalcommons.brockport.edu/ehd_theses/1269.

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

MLA Handbook (7th Edition):

DiNottia, Charles. “Using Student Generated Data to Promote Conceptual Understanding: A Student Led Approach to Statistics.” 2019. Web. 24 Nov 2020.

Vancouver:

DiNottia C. Using Student Generated Data to Promote Conceptual Understanding: A Student Led Approach to Statistics. [Internet] [Thesis]. SUNY College at Brockport; 2019. [cited 2020 Nov 24]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1269.

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

Council of Science Editors:

DiNottia C. Using Student Generated Data to Promote Conceptual Understanding: A Student Led Approach to Statistics. [Thesis]. SUNY College at Brockport; 2019. Available from: https://digitalcommons.brockport.edu/ehd_theses/1269

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


University of Minnesota

2. Zaslofsky, Anne. Using Measures of Mathematics to Predict Response to Supplemental Intervention.

Degree: PhD, Educational Psychology, 2015, University of Minnesota

 The method for correctly identifying and intervening with students who are not meeting grade level expectations has varied. Historically, an approach relying on underlying cognitive… (more)

Subjects/Keywords: Conceptual Understanding; Education; Mathematics

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APA (6th Edition):

Zaslofsky, A. (2015). Using Measures of Mathematics to Predict Response to Supplemental Intervention. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175697

Chicago Manual of Style (16th Edition):

Zaslofsky, Anne. “Using Measures of Mathematics to Predict Response to Supplemental Intervention.” 2015. Doctoral Dissertation, University of Minnesota. Accessed November 24, 2020. http://hdl.handle.net/11299/175697.

MLA Handbook (7th Edition):

Zaslofsky, Anne. “Using Measures of Mathematics to Predict Response to Supplemental Intervention.” 2015. Web. 24 Nov 2020.

Vancouver:

Zaslofsky A. Using Measures of Mathematics to Predict Response to Supplemental Intervention. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/11299/175697.

Council of Science Editors:

Zaslofsky A. Using Measures of Mathematics to Predict Response to Supplemental Intervention. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175697


Georgia State University

3. Gitonga, Isaac. UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  The study employed Ernest (2006) Theory of Semiotic Systems to investigate the use of and exposure to multiple representations in a 10th grade algebra… (more)

Subjects/Keywords: Representations; Multiple representations; Pseudo-Conceptual understanding; Conceptual understanding; Semiotic systems

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APA (6th Edition):

Gitonga, I. (2016). UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/37

Chicago Manual of Style (16th Edition):

Gitonga, Isaac. “UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.” 2016. Doctoral Dissertation, Georgia State University. Accessed November 24, 2020. https://scholarworks.gsu.edu/mse_diss/37.

MLA Handbook (7th Edition):

Gitonga, Isaac. “UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS.” 2016. Web. 24 Nov 2020.

Vancouver:

Gitonga I. UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Nov 24]. Available from: https://scholarworks.gsu.edu/mse_diss/37.

Council of Science Editors:

Gitonga I. UTILIZING SEMIOTIC PERSPECTIVE TO INVESTIGATE ALGEBRA II STUDENTS’ EXPOSURE TO AND USE OF MULTIPLE REPRESENTATIONS IN UNDERSTANDING ALGEBRAIC CONCEPTS. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/37


Oregon State University

4. Arbogast, Christian. Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques.

Degree: MS, Mechanical Engineering, 2016, Oregon State University

 Assessing student conceptual understanding is a valuable method for gauging specific student learning outcomes but can be difficult and time consuming to measure. This research… (more)

Subjects/Keywords: Conceptual Understanding; Natural language processing (Computer science)

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APA (6th Edition):

Arbogast, C. (2016). Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/58551

Chicago Manual of Style (16th Edition):

Arbogast, Christian. “Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques.” 2016. Masters Thesis, Oregon State University. Accessed November 24, 2020. http://hdl.handle.net/1957/58551.

MLA Handbook (7th Edition):

Arbogast, Christian. “Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques.” 2016. Web. 24 Nov 2020.

Vancouver:

Arbogast C. Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/1957/58551.

Council of Science Editors:

Arbogast C. Assessing Student Conceptual Understanding : Supplementing Deductive Coding with Natural Language Processing Techniques. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/58551


Bucknell University

5. Lorson, Amanda. The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer.

Degree: 2011, Bucknell University

 Engineering students continue to develop and show misconceptions due to prior knowledge and experiences (Miller, Streveler, Olds, Chi, Nelson, & Geist, 2007). Misconceptions have been… (more)

Subjects/Keywords: heat transfer; misconception; conceptual understanding; Education

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APA (6th Edition):

Lorson, A. (2011). The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer. (Thesis). Bucknell University. Retrieved from https://digitalcommons.bucknell.edu/masters_theses/66

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):

Lorson, Amanda. “The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer.” 2011. Thesis, Bucknell University. Accessed November 24, 2020. https://digitalcommons.bucknell.edu/masters_theses/66.

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

MLA Handbook (7th Edition):

Lorson, Amanda. “The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer.” 2011. Web. 24 Nov 2020.

Vancouver:

Lorson A. The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer. [Internet] [Thesis]. Bucknell University; 2011. [cited 2020 Nov 24]. Available from: https://digitalcommons.bucknell.edu/masters_theses/66.

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

Council of Science Editors:

Lorson A. The Effect of Grade Point Average on Undergraduates' Understanding of Heat Transfer. [Thesis]. Bucknell University; 2011. Available from: https://digitalcommons.bucknell.edu/masters_theses/66

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


University of Edinburgh

6. Donnelly, Robyn Claire Annabel. Gender differences in undergraduate students' performance, perception and participation in physics.

Degree: PhD, 2014, University of Edinburgh

 Research has been undertaken to obtain a thorough understanding of the existence and degree of gender disparity in students' participation and performance in introductory university… (more)

Subjects/Keywords: 378.1; physics education; gender; conceptual understanding

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APA (6th Edition):

Donnelly, R. C. A. (2014). Gender differences in undergraduate students' performance, perception and participation in physics. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9968

Chicago Manual of Style (16th Edition):

Donnelly, Robyn Claire Annabel. “Gender differences in undergraduate students' performance, perception and participation in physics.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed November 24, 2020. http://hdl.handle.net/1842/9968.

MLA Handbook (7th Edition):

Donnelly, Robyn Claire Annabel. “Gender differences in undergraduate students' performance, perception and participation in physics.” 2014. Web. 24 Nov 2020.

Vancouver:

Donnelly RCA. Gender differences in undergraduate students' performance, perception and participation in physics. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/1842/9968.

Council of Science Editors:

Donnelly RCA. Gender differences in undergraduate students' performance, perception and participation in physics. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9968


Louisiana State University

7. Dyer, Sarah Claire. Improving middle school math achievement using a web-based program and extended written tasks.

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

 This thesis outlines a dual-intensity approach using a web-based program, MyMathLab, for procedural fluency and, in parallel, extended written tasks for helping students improve their… (more)

Subjects/Keywords: dual intensity; conceptual understanding; procedural fluency

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APA (6th Edition):

Dyer, S. C. (2012). Improving middle school math achievement using a web-based program and extended written tasks. (Masters Thesis). Louisiana State University. Retrieved from etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953

Chicago Manual of Style (16th Edition):

Dyer, Sarah Claire. “Improving middle school math achievement using a web-based program and extended written tasks.” 2012. Masters Thesis, Louisiana State University. Accessed November 24, 2020. etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953.

MLA Handbook (7th Edition):

Dyer, Sarah Claire. “Improving middle school math achievement using a web-based program and extended written tasks.” 2012. Web. 24 Nov 2020.

Vancouver:

Dyer SC. Improving middle school math achievement using a web-based program and extended written tasks. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2020 Nov 24]. Available from: etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953.

Council of Science Editors:

Dyer SC. Improving middle school math achievement using a web-based program and extended written tasks. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07032012-113855 ; https://digitalcommons.lsu.edu/gradschool_theses/1953


California State University – Sacramento

8. Swanson, David C. Improving the understanding of chemical equilibrium in second semester general chemistry students.

Degree: MS, Chemistry, 2011, California State University – Sacramento

 The concept of chemical equilibrium is central to the understanding of chemistry, and is widely viewed as the most difficult topic to master in the… (more)

Subjects/Keywords: Conceptual understanding; Misconceptions; Constructivism; Chemical equilibrium

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APA (6th Edition):

Swanson, D. C. (2011). Improving the understanding of chemical equilibrium in second semester general chemistry students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1385

Chicago Manual of Style (16th Edition):

Swanson, David C. “Improving the understanding of chemical equilibrium in second semester general chemistry students.” 2011. Masters Thesis, California State University – Sacramento. Accessed November 24, 2020. http://hdl.handle.net/10211.9/1385.

MLA Handbook (7th Edition):

Swanson, David C. “Improving the understanding of chemical equilibrium in second semester general chemistry students.” 2011. Web. 24 Nov 2020.

Vancouver:

Swanson DC. Improving the understanding of chemical equilibrium in second semester general chemistry students. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10211.9/1385.

Council of Science Editors:

Swanson DC. Improving the understanding of chemical equilibrium in second semester general chemistry students. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1385


University of Georgia

9. Holmes, Paul James. The effect of motivation and attitude towards statistics on conceptual understanding of statistics.

Degree: 2016, University of Georgia

 This study explored relationships between a student’s motivation for attending college, his or her attitude towards statistics, and the conceptual understanding he or she derived… (more)

Subjects/Keywords: Motivation; Statistics attitudes; Statistics anxiety; Conceptual understanding

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APA (6th Edition):

Holmes, P. J. (2016). The effect of motivation and attitude towards statistics on conceptual understanding of statistics. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/35733

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):

Holmes, Paul James. “The effect of motivation and attitude towards statistics on conceptual understanding of statistics.” 2016. Thesis, University of Georgia. Accessed November 24, 2020. http://hdl.handle.net/10724/35733.

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

MLA Handbook (7th Edition):

Holmes, Paul James. “The effect of motivation and attitude towards statistics on conceptual understanding of statistics.” 2016. Web. 24 Nov 2020.

Vancouver:

Holmes PJ. The effect of motivation and attitude towards statistics on conceptual understanding of statistics. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10724/35733.

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

Council of Science Editors:

Holmes PJ. The effect of motivation and attitude towards statistics on conceptual understanding of statistics. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/35733

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


North-West University

10. Ferreira, Annalize. Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira .

Degree: 2014, North-West University

 The topic of students’ application of conceptual knowledge in physics is constantly being researched. It is a common occurrence that students are able to solve… (more)

Subjects/Keywords: Conceptual knowledge; Conceptual understanding; Context of problem; Direction of motion; Naïve knowledge; Variation theory

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APA (6th Edition):

Ferreira, A. (2014). Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15224

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):

Ferreira, Annalize. “Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira .” 2014. Thesis, North-West University. Accessed November 24, 2020. http://hdl.handle.net/10394/15224.

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

MLA Handbook (7th Edition):

Ferreira, Annalize. “Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira .” 2014. Web. 24 Nov 2020.

Vancouver:

Ferreira A. Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira . [Internet] [Thesis]. North-West University; 2014. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10394/15224.

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

Council of Science Editors:

Ferreira A. Investigation of students' knowledge application in solving physics kinematics problems in various contexts / Annalize Ferreira . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/15224

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


University of South Africa

11. Mutsvangwa, Sekesai Bridget. The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province .

Degree: 2016, University of South Africa

 The main purpose of the research was to investigate the influence of scientific calculators on Grade 8 South African learner's understanding of fractions in learning… (more)

Subjects/Keywords: Scientific calculator; Fraction; Learning; Performance; Learners; Conceptual understanding

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APA (6th Edition):

Mutsvangwa, S. B. (2016). The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21804

Chicago Manual of Style (16th Edition):

Mutsvangwa, Sekesai Bridget. “The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province .” 2016. Masters Thesis, University of South Africa. Accessed November 24, 2020. http://hdl.handle.net/10500/21804.

MLA Handbook (7th Edition):

Mutsvangwa, Sekesai Bridget. “The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province .” 2016. Web. 24 Nov 2020.

Vancouver:

Mutsvangwa SB. The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province . [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10500/21804.

Council of Science Editors:

Mutsvangwa SB. The influence of using a scientific calculator in learning fractions : a case study of one school in Gauteng Province . [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21804


University of South Africa

12. Kaundjwa, Abed Osmund Tashiya. Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia .

Degree: 2015, University of South Africa

 The study investigated the influence of Process Oriented Guided Inquiry Learning Approach (POGIL) on Science Foundation students’ achievements in stoichiometry versus traditional lecture centered pedagogy.… (more)

Subjects/Keywords: Foundation chemistry; Stoichiometry; Science Foundation; POGIL; Conceptual understanding; Constructivist perspectives

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APA (6th Edition):

Kaundjwa, A. O. T. (2015). Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19959

Chicago Manual of Style (16th Edition):

Kaundjwa, Abed Osmund Tashiya. “Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia .” 2015. Masters Thesis, University of South Africa. Accessed November 24, 2020. http://hdl.handle.net/10500/19959.

MLA Handbook (7th Edition):

Kaundjwa, Abed Osmund Tashiya. “Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia .” 2015. Web. 24 Nov 2020.

Vancouver:

Kaundjwa AOT. Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia . [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10500/19959.

Council of Science Editors:

Kaundjwa AOT. Influence of process oriented guided inquiry learning (POGIL) on Science Foundation students’ achievements in stoichiometry problems at the University of Namibia . [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19959


University of Bath

13. Govindswamy Sunder, Sudha. Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates.

Degree: Thesis (EdD), 2016, University of Bath

 Through a singular case study, this research enquiry seeks to explore teacher perceptions about the development of a concept-based curriculum program (called as the Conceptual(more)

Subjects/Keywords: 375; curriculum recontextualization,; teacher perceptions.; teaching for conceptual understanding

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APA (6th Edition):

Govindswamy Sunder, S. (2016). Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/teacher-perceptions-of-the-development-of-one-schools-own-conceptbased-curriculum-programme-and-its-intended-and-unintended-outcomes(6e4137ce-f4d3-4945-8b70-838d25121ee1).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431

Chicago Manual of Style (16th Edition):

Govindswamy Sunder, Sudha. “Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates.” 2016. Doctoral Dissertation, University of Bath. Accessed November 24, 2020. https://researchportal.bath.ac.uk/en/studentthesis/teacher-perceptions-of-the-development-of-one-schools-own-conceptbased-curriculum-programme-and-its-intended-and-unintended-outcomes(6e4137ce-f4d3-4945-8b70-838d25121ee1).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431.

MLA Handbook (7th Edition):

Govindswamy Sunder, Sudha. “Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates.” 2016. Web. 24 Nov 2020.

Vancouver:

Govindswamy Sunder S. Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates. [Internet] [Doctoral dissertation]. University of Bath; 2016. [cited 2020 Nov 24]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/teacher-perceptions-of-the-development-of-one-schools-own-conceptbased-curriculum-programme-and-its-intended-and-unintended-outcomes(6e4137ce-f4d3-4945-8b70-838d25121ee1).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431.

Council of Science Editors:

Govindswamy Sunder S. Teacher perceptions of the development of one school's own concept-based curriculum programme and its intended and unintended outcomes : a case study of an International Baccalaureate World School in the United Arab Emirates. [Doctoral Dissertation]. University of Bath; 2016. Available from: https://researchportal.bath.ac.uk/en/studentthesis/teacher-perceptions-of-the-development-of-one-schools-own-conceptbased-curriculum-programme-and-its-intended-and-unintended-outcomes(6e4137ce-f4d3-4945-8b70-838d25121ee1).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665431

14. Joffrion, Heather Kyle. Conceptual and procedural understanding of algebra concepts in the middle grades.

Degree: MS, Curriculum and Instruction, 2007, Texas A&M University

 In this study, the balance between conceptual and procedural teaching and its effect on the development of algebraic reasoning was examined. Participants included two seventh… (more)

Subjects/Keywords: pre-algebra; conceptual understanding

…classroom emphases on conceptual understanding and/or procedural knowledge of linear algebra… …a teacher emphasizes conceptual understanding of solving equations and the amount of… …equations? 2. How does the degree to which a teacher emphasizes conceptual understanding and the… …emphasizes conceptual understanding and the amount of emphasis placed on procedural knowledge… …4. How does the degree to which a teacher emphasizes conceptual understanding and the… 

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APA (6th Edition):

Joffrion, H. K. (2007). Conceptual and procedural understanding of algebra concepts in the middle grades. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4961

Chicago Manual of Style (16th Edition):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Masters Thesis, Texas A&M University. Accessed November 24, 2020. http://hdl.handle.net/1969.1/4961.

MLA Handbook (7th Edition):

Joffrion, Heather Kyle. “Conceptual and procedural understanding of algebra concepts in the middle grades.” 2007. Web. 24 Nov 2020.

Vancouver:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Internet] [Masters thesis]. Texas A&M University; 2007. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/1969.1/4961.

Council of Science Editors:

Joffrion HK. Conceptual and procedural understanding of algebra concepts in the middle grades. [Masters Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4961


University of Georgia

15. Taasoobshirazi, Gita. An examination of gender differences in scientific problem solving strategies as students progress through an implementation of an astronomy multimedia program.

Degree: 2014, University of Georgia

 The present study was designed to evaluate gender differences in scientific problem solving strategies as a possible factor contributing to females’ low performance and participation… (more)

Subjects/Keywords: Gender differences; Problem solving strategies; Metacognition; Self-regulation; Conceptual Understanding

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

APA (6th Edition):

Taasoobshirazi, G. (2014). An examination of gender differences in scientific problem solving strategies as students progress through an implementation of an astronomy multimedia program. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22526

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):

Taasoobshirazi, Gita. “An examination of gender differences in scientific problem solving strategies as students progress through an implementation of an astronomy multimedia program.” 2014. Thesis, University of Georgia. Accessed November 24, 2020. http://hdl.handle.net/10724/22526.

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

MLA Handbook (7th Edition):

Taasoobshirazi, Gita. “An examination of gender differences in scientific problem solving strategies as students progress through an implementation of an astronomy multimedia program.” 2014. Web. 24 Nov 2020.

Vancouver:

Taasoobshirazi G. An examination of gender differences in scientific problem solving strategies as students progress through an implementation of an astronomy multimedia program. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10724/22526.

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

Council of Science Editors:

Taasoobshirazi G. An examination of gender differences in scientific problem solving strategies as students progress through an implementation of an astronomy multimedia program. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22526

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


University of Georgia

16. Swanagan, Brian Scott. The impact of students' understanding of derivatives on their performance while solving optimization problems.

Degree: 2014, University of Georgia

 Students regularly struggle with applications, particularly those concerning optimization problems, in calculus. Although teachers would like their students to learn to transfer their knowledge to… (more)

Subjects/Keywords: problem solving; conceptual understanding; derivative; optimization problems; calculus; mathematics education

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APA (6th Edition):

Swanagan, B. S. (2014). The impact of students' understanding of derivatives on their performance while solving optimization problems. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28132

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):

Swanagan, Brian Scott. “The impact of students' understanding of derivatives on their performance while solving optimization problems.” 2014. Thesis, University of Georgia. Accessed November 24, 2020. http://hdl.handle.net/10724/28132.

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

MLA Handbook (7th Edition):

Swanagan, Brian Scott. “The impact of students' understanding of derivatives on their performance while solving optimization problems.” 2014. Web. 24 Nov 2020.

Vancouver:

Swanagan BS. The impact of students' understanding of derivatives on their performance while solving optimization problems. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10724/28132.

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

Council of Science Editors:

Swanagan BS. The impact of students' understanding of derivatives on their performance while solving optimization problems. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28132

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


Virginia Tech

17. Plaxco, David Bryant. Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.

Degree: PhD, Mathematics, 2015, Virginia Tech

 In this research, I set out to elucidate the relationships that might exist between students' conceptual understanding upon which they draw in their proof activity.… (more)

Subjects/Keywords: Mathematical Proof; Conceptual Understanding; Abstract Algebra; Undergraduate Mathematics Education

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APA (6th Edition):

Plaxco, D. B. (2015). Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56587

Chicago Manual of Style (16th Edition):

Plaxco, David Bryant. “Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.” 2015. Doctoral Dissertation, Virginia Tech. Accessed November 24, 2020. http://hdl.handle.net/10919/56587.

MLA Handbook (7th Edition):

Plaxco, David Bryant. “Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra.” 2015. Web. 24 Nov 2020.

Vancouver:

Plaxco DB. Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10919/56587.

Council of Science Editors:

Plaxco DB. Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56587


Virginia Tech

18. Moore, Jacob Preston. Promoting Conceptual Understanding via Adaptive Concept Maps.

Degree: PhD, Engineering Education, 2013, Virginia Tech

 The purpose of this study is to explore the feasibility and effectiveness of a scalable concept map based navigation system for a digital textbook. A… (more)

Subjects/Keywords: Engineering Education; Conceptual Understanding; Digital Textbook; Concept Map; Information Visualization

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APA (6th Edition):

Moore, J. P. (2013). Promoting Conceptual Understanding via Adaptive Concept Maps. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23678

Chicago Manual of Style (16th Edition):

Moore, Jacob Preston. “Promoting Conceptual Understanding via Adaptive Concept Maps.” 2013. Doctoral Dissertation, Virginia Tech. Accessed November 24, 2020. http://hdl.handle.net/10919/23678.

MLA Handbook (7th Edition):

Moore, Jacob Preston. “Promoting Conceptual Understanding via Adaptive Concept Maps.” 2013. Web. 24 Nov 2020.

Vancouver:

Moore JP. Promoting Conceptual Understanding via Adaptive Concept Maps. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10919/23678.

Council of Science Editors:

Moore JP. Promoting Conceptual Understanding via Adaptive Concept Maps. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23678


Georgia State University

19. de Castro, Christopher H. Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2011, Georgia State University

  This study explored the development of student’s conceptual understanding of limit and derivative when specific computational tools were utilized. Fourteen students from a secondary… (more)

Subjects/Keywords: Programming; Limits; Derivatives; Pair Programming; Conceptual Understanding; Calculus; Education

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

APA (6th Edition):

de Castro, C. H. (2011). Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/79

Chicago Manual of Style (16th Edition):

de Castro, Christopher H. “Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom.” 2011. Doctoral Dissertation, Georgia State University. Accessed November 24, 2020. https://scholarworks.gsu.edu/msit_diss/79.

MLA Handbook (7th Edition):

de Castro, Christopher H. “Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom.” 2011. Web. 24 Nov 2020.

Vancouver:

de Castro CH. Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Nov 24]. Available from: https://scholarworks.gsu.edu/msit_diss/79.

Council of Science Editors:

de Castro CH. Assessing the Impact of Computer Programming in Understanding Limits and Derivatives in a Secondary Mathematics Classroom. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/79


The Ohio State University

20. Elstak, Iwan Rene. College students’ understanding of rational exponents: a teaching experiment.

Degree: PhD, Teaching and Learning, 2007, The Ohio State University

 The study examines the understanding college students have of the concept of rational and negative exponents and the justifications for their notions of exponents. Pre-… (more)

Subjects/Keywords: Exponents, decimal exponents; Conceptual understanding

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APA (6th Edition):

Elstak, I. R. (2007). College students’ understanding of rational exponents: a teaching experiment. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864

Chicago Manual of Style (16th Edition):

Elstak, Iwan Rene. “College students’ understanding of rational exponents: a teaching experiment.” 2007. Doctoral Dissertation, The Ohio State University. Accessed November 24, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864.

MLA Handbook (7th Edition):

Elstak, Iwan Rene. “College students’ understanding of rational exponents: a teaching experiment.” 2007. Web. 24 Nov 2020.

Vancouver:

Elstak IR. College students’ understanding of rational exponents: a teaching experiment. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Nov 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864.

Council of Science Editors:

Elstak IR. College students’ understanding of rational exponents: a teaching experiment. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186505864


Utah State University

21. Rivera-Reyes, Presentacion. Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work.

Degree: PhD, Engineering and Technology Education, 2015, Utah State University

  Task interpretation is a critical first step in the process of self-regulated learning and a key determinant of the goals students set while learning… (more)

Subjects/Keywords: Conceptual Understanding; Electronics; Laboratory; Self-regulated learning; Task interpretation; Engineering Education

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APA (6th Edition):

Rivera-Reyes, P. (2015). Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4616

Chicago Manual of Style (16th Edition):

Rivera-Reyes, Presentacion. “Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work.” 2015. Doctoral Dissertation, Utah State University. Accessed November 24, 2020. https://digitalcommons.usu.edu/etd/4616.

MLA Handbook (7th Edition):

Rivera-Reyes, Presentacion. “Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work.” 2015. Web. 24 Nov 2020.

Vancouver:

Rivera-Reyes P. Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2020 Nov 24]. Available from: https://digitalcommons.usu.edu/etd/4616.

Council of Science Editors:

Rivera-Reyes P. Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4616


University of South Africa

22. Mukono, Shadrick. Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions .

Degree: 2015, University of South Africa

 The study constituted an investigation for concept images and mathematical reasoning of Grade 11 learners on the concepts of reflection, translation and stretch of functions.… (more)

Subjects/Keywords: Concept images; Mathematical thinking; Mathematical reasoning; Coherence of concept images; Conceptual understanding; Conceptual representations; Function; Functional representation; Transformation; Transformations of functions

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APA (6th Edition):

Mukono, S. (2015). Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19569

Chicago Manual of Style (16th Edition):

Mukono, Shadrick. “Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions .” 2015. Doctoral Dissertation, University of South Africa. Accessed November 24, 2020. http://hdl.handle.net/10500/19569.

MLA Handbook (7th Edition):

Mukono, Shadrick. “Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions .” 2015. Web. 24 Nov 2020.

Vancouver:

Mukono S. Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions . [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10500/19569.

Council of Science Editors:

Mukono S. Grade 11 mathematics learner's concept images and mathematical reasoning on transformations of functions . [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19569


NSYSU

23. Liu, Kun-shia. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.

Degree: PhD, Education, 2012, NSYSU

 This study aims to develop assessment which measures learning progressions for important scientific concepts such as oxidation-reduction (redox) and to identify studentsâ zone of proximal… (more)

Subjects/Keywords: zone of proximal development; learning progression; oxidation-reduction; conceptual understanding; Rasch measurement

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

APA (6th Edition):

Liu, K. (2012). Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327

Chicago Manual of Style (16th Edition):

Liu, Kun-shia. “Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.” 2012. Doctoral Dissertation, NSYSU. Accessed November 24, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327.

MLA Handbook (7th Edition):

Liu, Kun-shia. “Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.” 2012. Web. 24 Nov 2020.

Vancouver:

Liu K. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. [Internet] [Doctoral dissertation]. NSYSU; 2012. [cited 2020 Nov 24]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327.

Council of Science Editors:

Liu K. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. [Doctoral Dissertation]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327


UCLA

24. Okamoto, Yoshiko. The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school.

Degree: Education, 2015, UCLA

 This study employed a mixed-methods design to examine the implementation process and impact of a six-week number talk intervention during the advisory period with sixth-grade… (more)

Subjects/Keywords: Education; Mathematics education; Middle school education; conceptual understanding; intervention; mathematics education; middle school; number talks

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

APA (6th Edition):

Okamoto, Y. (2015). The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/28x558qx

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):

Okamoto, Yoshiko. “The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school.” 2015. Thesis, UCLA. Accessed November 24, 2020. http://www.escholarship.org/uc/item/28x558qx.

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

MLA Handbook (7th Edition):

Okamoto, Yoshiko. “The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school.” 2015. Web. 24 Nov 2020.

Vancouver:

Okamoto Y. The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Nov 24]. Available from: http://www.escholarship.org/uc/item/28x558qx.

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

Council of Science Editors:

Okamoto Y. The implementation process and impact of a six-week number talk intervention with sixth-grade middle school students in a large urban middle school. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/28x558qx

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


Texas A&M University

25. Head, Mary Jane. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

 My intent in this study was to investigate computer simulations as an instructional approach for high school physics English Language Learners (ELLs). Comparison-group research was… (more)

Subjects/Keywords: Newton's Third Law; English Language Learners; Conceptual Understanding; Computer Simulations; Hands-on Laboratory Investigations

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APA (6th Edition):

Head, M. J. (2014). Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152592

Chicago Manual of Style (16th Edition):

Head, Mary Jane. “Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.” 2014. Doctoral Dissertation, Texas A&M University. Accessed November 24, 2020. http://hdl.handle.net/1969.1/152592.

MLA Handbook (7th Edition):

Head, Mary Jane. “Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.” 2014. Web. 24 Nov 2020.

Vancouver:

Head MJ. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/1969.1/152592.

Council of Science Editors:

Head MJ. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152592


Penn State University

26. Lee, Hye Won. Concept-based approach to second language teaching and learning: Cognitive lingusitics-inspired instruction of English phrasal verbs.

Degree: 2012, Penn State University

 In recent years, L2 researchers from the sociocultural and cognitive linguistic perspectives have emphasized the importance of properly organized explicit and in-depth grammar instruction for… (more)

Subjects/Keywords: Socialcultural theory; Concept-based instruction; Cognitive linguistics; Grammar instruction; Phrasal verb teaching; Conceptual understanding

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APA (6th Edition):

Lee, H. W. (2012). Concept-based approach to second language teaching and learning: Cognitive lingusitics-inspired instruction of English phrasal verbs. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13704

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):

Lee, Hye Won. “Concept-based approach to second language teaching and learning: Cognitive lingusitics-inspired instruction of English phrasal verbs.” 2012. Thesis, Penn State University. Accessed November 24, 2020. https://submit-etda.libraries.psu.edu/catalog/13704.

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

MLA Handbook (7th Edition):

Lee, Hye Won. “Concept-based approach to second language teaching and learning: Cognitive lingusitics-inspired instruction of English phrasal verbs.” 2012. Web. 24 Nov 2020.

Vancouver:

Lee HW. Concept-based approach to second language teaching and learning: Cognitive lingusitics-inspired instruction of English phrasal verbs. [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Nov 24]. Available from: https://submit-etda.libraries.psu.edu/catalog/13704.

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

Council of Science Editors:

Lee HW. Concept-based approach to second language teaching and learning: Cognitive lingusitics-inspired instruction of English phrasal verbs. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/13704

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


Queensland University of Technology

27. Tomas, Louisa. Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue.

Degree: 2010, Queensland University of Technology

 International assessments of student science achievement, and growing evidence of students' waning interest in school science, have ensured that the development of scientific literacy continues… (more)

Subjects/Keywords: scientific literacy; writing-to-learn; socioscientific issues; mixed methods; conceptual understanding; interest

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APA (6th Edition):

Tomas, L. (2010). Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/34404/

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):

Tomas, Louisa. “Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue.” 2010. Thesis, Queensland University of Technology. Accessed November 24, 2020. https://eprints.qut.edu.au/34404/.

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

MLA Handbook (7th Edition):

Tomas, Louisa. “Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue.” 2010. Web. 24 Nov 2020.

Vancouver:

Tomas L. Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue. [Internet] [Thesis]. Queensland University of Technology; 2010. [cited 2020 Nov 24]. Available from: https://eprints.qut.edu.au/34404/.

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

Council of Science Editors:

Tomas L. Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue. [Thesis]. Queensland University of Technology; 2010. Available from: https://eprints.qut.edu.au/34404/

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


University of Illinois – Chicago

28. Jorion, Natalie C. Designing an Evidence-based Assessment of Conceptual Understanding and Misunderstandings in Statistics.

Degree: 2016, University of Illinois – Chicago

 This study investigates the extent to which an assessment can diagnose learner misconceptions in the domain of statistics. A Statistics Concept Inventory (StatCI) was created… (more)

Subjects/Keywords: Conceptual understanding; misconceptions; statistics education; evidence-centered design; concept inventories; assessment validity

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

APA (6th Edition):

Jorion, N. C. (2016). Designing an Evidence-based Assessment of Conceptual Understanding and Misunderstandings in Statistics. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21219

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):

Jorion, Natalie C. “Designing an Evidence-based Assessment of Conceptual Understanding and Misunderstandings in Statistics.” 2016. Thesis, University of Illinois – Chicago. Accessed November 24, 2020. http://hdl.handle.net/10027/21219.

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

MLA Handbook (7th Edition):

Jorion, Natalie C. “Designing an Evidence-based Assessment of Conceptual Understanding and Misunderstandings in Statistics.” 2016. Web. 24 Nov 2020.

Vancouver:

Jorion NC. Designing an Evidence-based Assessment of Conceptual Understanding and Misunderstandings in Statistics. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/10027/21219.

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

Council of Science Editors:

Jorion NC. Designing an Evidence-based Assessment of Conceptual Understanding and Misunderstandings in Statistics. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21219

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


Kennesaw State University

29. Smith, Andrew. STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually.

Degree: Doctor of Education in Secondary Education, Education, 2018, Kennesaw State University

  The purpose of this research study was to examine both qualitatively and quantitatively the difference in conceptual understanding of logarithms of students participating in… (more)

Subjects/Keywords: algebra; chemistry; conceptual understanding; covariational reasoning; secondary education; transfer; Science and Mathematics Education

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

APA (6th Edition):

Smith, A. (2018). STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/12

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):

Smith, Andrew. “STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually.” 2018. Thesis, Kennesaw State University. Accessed November 24, 2020. https://digitalcommons.kennesaw.edu/seceddoc_etd/12.

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

MLA Handbook (7th Edition):

Smith, Andrew. “STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually.” 2018. Web. 24 Nov 2020.

Vancouver:

Smith A. STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Nov 24]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/12.

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

Council of Science Editors:

Smith A. STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/12

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


University of Minnesota

30. Brown, Ethan. Growing Certain: Students’ Mechanistic Reasoning about the Empirical Law of Large Numbers.

Degree: PhD, Educational Psychology, 2019, University of Minnesota

 Extensive research has documented students’ difficulty understanding and applying the Empirical Law of Large Numbers, the statistical principle that larger random samples result in more… (more)

Subjects/Keywords: conceptual understanding; law of large numbers; mechanistic reasoning; simulation; statistics education; TinkerPlots

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

APA (6th Edition):

Brown, E. (2019). Growing Certain: Students’ Mechanistic Reasoning about the Empirical Law of Large Numbers. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206322

Chicago Manual of Style (16th Edition):

Brown, Ethan. “Growing Certain: Students’ Mechanistic Reasoning about the Empirical Law of Large Numbers.” 2019. Doctoral Dissertation, University of Minnesota. Accessed November 24, 2020. http://hdl.handle.net/11299/206322.

MLA Handbook (7th Edition):

Brown, Ethan. “Growing Certain: Students’ Mechanistic Reasoning about the Empirical Law of Large Numbers.” 2019. Web. 24 Nov 2020.

Vancouver:

Brown E. Growing Certain: Students’ Mechanistic Reasoning about the Empirical Law of Large Numbers. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Nov 24]. Available from: http://hdl.handle.net/11299/206322.

Council of Science Editors:

Brown E. Growing Certain: Students’ Mechanistic Reasoning about the Empirical Law of Large Numbers. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206322

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