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Degree: PhD

You searched for subject:(meaningful learning). Showing records 1 – 12 of 12 total matches.

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Virginia Tech

1. Schurr, Kelly Laural. Cognitive Structural Change and the Technological Design Process.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

 With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that… (more)

Subjects/Keywords: concept map; meaningful learning; technological design; cognitive structure; assessment

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APA (6th Edition):

Schurr, K. L. (2013). Cognitive Structural Change and the Technological Design Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22014

Chicago Manual of Style (16th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Doctoral Dissertation, Virginia Tech. Accessed December 14, 2019. http://hdl.handle.net/10919/22014.

MLA Handbook (7th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Web. 14 Dec 2019.

Vancouver:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10919/22014.

Council of Science Editors:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22014


University of Cincinnati

2. Getha-Eby, Teresa J. Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students.

Degree: PhD, Nursing: Nursing - Doctoral Program, 2012, University of Cincinnati

  This mixed methods quantitative-dominant, explanatory sequential design study investigated meaningful learning outcomes of first semester associate degree nursing students at a private nursing college… (more)

Subjects/Keywords: Nursing; educational outcomes; meaningful learning; concept-based teaching; knowledge integration; nursing pedagogy; flow mapping

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APA (6th Edition):

Getha-Eby, T. J. (2012). Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353343591

Chicago Manual of Style (16th Edition):

Getha-Eby, Teresa J. “Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students.” 2012. Doctoral Dissertation, University of Cincinnati. Accessed December 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353343591.

MLA Handbook (7th Edition):

Getha-Eby, Teresa J. “Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students.” 2012. Web. 14 Dec 2019.

Vancouver:

Getha-Eby TJ. Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students. [Internet] [Doctoral dissertation]. University of Cincinnati; 2012. [cited 2019 Dec 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353343591.

Council of Science Editors:

Getha-Eby TJ. Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students. [Doctoral Dissertation]. University of Cincinnati; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353343591


Ohio University

3. Wang, Aifang. The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment.

Degree: PhD, Instructional Technology (Education), 2007, Ohio University

  This study examined the effects of instructional aids and the cognitive style of field dependence-independence (FDI) on students’ structural knowledge and attitude toward program… (more)

Subjects/Keywords: Education, Technology; Meaningful Learning; Instructional Aids; Field Dependence/Independence; Structural Knowledge; Hypermedia; Concept Map

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APA (6th Edition):

Wang, A. (2007). The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1191519256

Chicago Manual of Style (16th Edition):

Wang, Aifang. “The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment.” 2007. Doctoral Dissertation, Ohio University. Accessed December 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1191519256.

MLA Handbook (7th Edition):

Wang, Aifang. “The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment.” 2007. Web. 14 Dec 2019.

Vancouver:

Wang A. The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Dec 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1191519256.

Council of Science Editors:

Wang A. The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1191519256


Louisiana State University

4. Henderson, Vaneshette Teshawn. The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students.

Degree: PhD, Education, 2010, Louisiana State University

 This mixed methods, exploratory and confirmatory study was designed to evaluate the theoretical learning impact of a innovative summer engineering program curriculum would have on… (more)

Subjects/Keywords: African Americans; Middle School Students; Science and Engineering Education; Visual Spatial Learning; Human Constructivism; Meaningful Learning; Multicultural Education

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APA (6th Edition):

Henderson, V. T. (2010). The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04162010-152205 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2429

Chicago Manual of Style (16th Edition):

Henderson, Vaneshette Teshawn. “The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students.” 2010. Doctoral Dissertation, Louisiana State University. Accessed December 14, 2019. etd-04162010-152205 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2429.

MLA Handbook (7th Edition):

Henderson, Vaneshette Teshawn. “The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students.” 2010. Web. 14 Dec 2019.

Vancouver:

Henderson VT. The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Dec 14]. Available from: etd-04162010-152205 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2429.

Council of Science Editors:

Henderson VT. The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-04162010-152205 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2429

5. Nascimento, Lisângela Kati do. O lugar do Lugar no ensino de Geografia: um estudo em escolas públicas do Vale do Ribeira-SP.

Degree: PhD, Geografia Física, 2012, University of São Paulo

Este trabalho se propôs a compreender os sentidos do Lugar para alunos e professores do município de Cajati, na região do Vale do Ribeira, São… (more)

Subjects/Keywords: Aprendizagens significativas; Curriculum; Ensino de geografia; Geography teaching place; Lugar; Meaningful learning; Vale do Ribeira; Vale do Ribeira

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APA (6th Edition):

Nascimento, L. K. d. (2012). O lugar do Lugar no ensino de Geografia: um estudo em escolas públicas do Vale do Ribeira-SP. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8135/tde-25022013-095747/ ;

Chicago Manual of Style (16th Edition):

Nascimento, Lisângela Kati do. “O lugar do Lugar no ensino de Geografia: um estudo em escolas públicas do Vale do Ribeira-SP.” 2012. Doctoral Dissertation, University of São Paulo. Accessed December 14, 2019. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-25022013-095747/ ;.

MLA Handbook (7th Edition):

Nascimento, Lisângela Kati do. “O lugar do Lugar no ensino de Geografia: um estudo em escolas públicas do Vale do Ribeira-SP.” 2012. Web. 14 Dec 2019.

Vancouver:

Nascimento LKd. O lugar do Lugar no ensino de Geografia: um estudo em escolas públicas do Vale do Ribeira-SP. [Internet] [Doctoral dissertation]. University of São Paulo; 2012. [cited 2019 Dec 14]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8135/tde-25022013-095747/ ;.

Council of Science Editors:

Nascimento LKd. O lugar do Lugar no ensino de Geografia: um estudo em escolas públicas do Vale do Ribeira-SP. [Doctoral Dissertation]. University of São Paulo; 2012. Available from: http://www.teses.usp.br/teses/disponiveis/8/8135/tde-25022013-095747/ ;


Louisiana State University

6. Roddy, Knight Phares. High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics.

Degree: PhD, Education, 2003, Louisiana State University

 The main research question of this study was: How do selected high school chemistry students' understandings of the elements, structure, and periodicity of the Periodic… (more)

Subjects/Keywords: cognitive science; conceptual change; human constructivism; meaningful learning

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APA (6th Edition):

Roddy, K. P. (2003). High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-0325103-162304 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2431

Chicago Manual of Style (16th Edition):

Roddy, Knight Phares. “High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics.” 2003. Doctoral Dissertation, Louisiana State University. Accessed December 14, 2019. etd-0325103-162304 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2431.

MLA Handbook (7th Edition):

Roddy, Knight Phares. “High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics.” 2003. Web. 14 Dec 2019.

Vancouver:

Roddy KP. High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics. [Internet] [Doctoral dissertation]. Louisiana State University; 2003. [cited 2019 Dec 14]. Available from: etd-0325103-162304 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2431.

Council of Science Editors:

Roddy KP. High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics. [Doctoral Dissertation]. Louisiana State University; 2003. Available from: etd-0325103-162304 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2431

7. Nunes, Eliana dos Reis. Ensino de conceitos físicos no ensino médio e as contribuições dos objetos de aprendizagem.

Degree: PhD, Educação, 2011, University of São Paulo

Esta pesquisa investigou as contribuições dos objetos de aprendizagem e suas potencialidades na apropriação de conceitos físicos por estudantes da 2ª série do Ensino Médio… (more)

Subjects/Keywords: aprendizagem significativa; conceptual map; ensino de física; information technologies and communication; learning objects; mapas conceituais; meaningful learning; objetos de aprendizagem; teaching physics; tecnologias da informação e comunicação

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APA (6th Edition):

Nunes, E. d. R. (2011). Ensino de conceitos físicos no ensino médio e as contribuições dos objetos de aprendizagem. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28062011-093129/ ;

Chicago Manual of Style (16th Edition):

Nunes, Eliana dos Reis. “Ensino de conceitos físicos no ensino médio e as contribuições dos objetos de aprendizagem.” 2011. Doctoral Dissertation, University of São Paulo. Accessed December 14, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28062011-093129/ ;.

MLA Handbook (7th Edition):

Nunes, Eliana dos Reis. “Ensino de conceitos físicos no ensino médio e as contribuições dos objetos de aprendizagem.” 2011. Web. 14 Dec 2019.

Vancouver:

Nunes EdR. Ensino de conceitos físicos no ensino médio e as contribuições dos objetos de aprendizagem. [Internet] [Doctoral dissertation]. University of São Paulo; 2011. [cited 2019 Dec 14]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28062011-093129/ ;.

Council of Science Editors:

Nunes EdR. Ensino de conceitos físicos no ensino médio e as contribuições dos objetos de aprendizagem. [Doctoral Dissertation]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28062011-093129/ ;

8. Salomon, Sonia Maria. Educadores apreciam proposta psicopedagógica: corpo, percepções recursos naturais, na escola regular.

Degree: PhD, Educação, 2011, University of São Paulo

 Esta tese diz respeito à apreciação de educadores sobre uma proposta educacional, constituída de atividades centradas na experiência corporal e na relação com elementos naturais,… (more)

Subjects/Keywords: aprendizagem significativa; atendimento psicopedagógico; educação; education; experience; meaningful learning; nature resources; physical and perceptive work; psychopedagogical treatment; recursos da natureza; trabalho corporal e perceptivo; vivência

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APA (6th Edition):

Salomon, S. M. (2011). Educadores apreciam proposta psicopedagógica: corpo, percepções recursos naturais, na escola regular. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19012012-133052/ ;

Chicago Manual of Style (16th Edition):

Salomon, Sonia Maria. “Educadores apreciam proposta psicopedagógica: corpo, percepções recursos naturais, na escola regular.” 2011. Doctoral Dissertation, University of São Paulo. Accessed December 14, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19012012-133052/ ;.

MLA Handbook (7th Edition):

Salomon, Sonia Maria. “Educadores apreciam proposta psicopedagógica: corpo, percepções recursos naturais, na escola regular.” 2011. Web. 14 Dec 2019.

Vancouver:

Salomon SM. Educadores apreciam proposta psicopedagógica: corpo, percepções recursos naturais, na escola regular. [Internet] [Doctoral dissertation]. University of São Paulo; 2011. [cited 2019 Dec 14]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19012012-133052/ ;.

Council of Science Editors:

Salomon SM. Educadores apreciam proposta psicopedagógica: corpo, percepções recursos naturais, na escola regular. [Doctoral Dissertation]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19012012-133052/ ;


Texas A&M University

9. Cavlazoglu, Baki. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 This multi-paper dissertation reports results from three related research studies centered on the development and use of an authentic measure, concept mapping, to assess changes… (more)

Subjects/Keywords: Earthquake engineering education; STEM education; STEM teachers; Science teachers; Engineering education; Delphi study; Engineering knowledge base; Key concept list; Meaningful conceptual learning; Engineering-oriented teacher professional development; STEM teacher workshop; Effective workshop; Conceptual understanding; Group concept mapping; Concept maps; Strand map; Argumentation discourse in engineering

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APA (6th Edition):

Cavlazoglu, B. (2016). Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156882

Chicago Manual of Style (16th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Doctoral Dissertation, Texas A&M University. Accessed December 14, 2019. http://hdl.handle.net/1969.1/156882.

MLA Handbook (7th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Web. 14 Dec 2019.

Vancouver:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/1969.1/156882.

Council of Science Editors:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156882

10. Fernandes, Maria Lidia Bueno. A prática educativa e o estudo do meio: o Amapá como estudo de caso na construção do conceito de sustentabilidade.

Degree: PhD, Geografia Física, 2009, University of São Paulo

O presente trabalho apresenta um estudo do meio sobre o tema desenvolvimento sustentável que teve trabalho de campo em maio de 2001 no Estado do… (more)

Subjects/Keywords: Aprendizagem significativa; Conteúdos conceituais; Desenvolvimento sustentável; Enfoque globalizador; Ensino de geografia; Espírito científico; Estudo do Meio; Field trip; Globalizing focus; Interdisciplinaridade; Meaningful learning and conceptual; Method of teaching Geography; Procedimentais e atitudinais; Procedural and attitudinal contents; Programa de desenvolvimento sustentável do Estado do Amapá; Scientific spirit; Sustainable development

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APA (6th Edition):

Fernandes, M. L. B. (2009). A prática educativa e o estudo do meio: o Amapá como estudo de caso na construção do conceito de sustentabilidade. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8135/tde-30112009-141153/ ;

Chicago Manual of Style (16th Edition):

Fernandes, Maria Lidia Bueno. “A prática educativa e o estudo do meio: o Amapá como estudo de caso na construção do conceito de sustentabilidade.” 2009. Doctoral Dissertation, University of São Paulo. Accessed December 14, 2019. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-30112009-141153/ ;.

MLA Handbook (7th Edition):

Fernandes, Maria Lidia Bueno. “A prática educativa e o estudo do meio: o Amapá como estudo de caso na construção do conceito de sustentabilidade.” 2009. Web. 14 Dec 2019.

Vancouver:

Fernandes MLB. A prática educativa e o estudo do meio: o Amapá como estudo de caso na construção do conceito de sustentabilidade. [Internet] [Doctoral dissertation]. University of São Paulo; 2009. [cited 2019 Dec 14]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8135/tde-30112009-141153/ ;.

Council of Science Editors:

Fernandes MLB. A prática educativa e o estudo do meio: o Amapá como estudo de caso na construção do conceito de sustentabilidade. [Doctoral Dissertation]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/8/8135/tde-30112009-141153/ ;

11. Galloway, Kelli R. Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory.

Degree: PhD, Chemistry, 2015, Miami University

 The undergraduate chemistry laboratory has been an essential component in chemistry education for over a century. The literature includes reports on investigations of singular aspects… (more)

Subjects/Keywords: Chemistry; Education; Educational Tests and Measurements; Science Education; Laboratory; Meaningful Learning; Cognitive; Affective; Psychomotor; Assessment; Video Observation; Expectations

…67 Measuring meaningful learning in the undergraduate chemistry laboratory: A longitudinal… …student perceptions of meaningful learning Table 1… …meaningful learning in the undergraduate chemistry laboratory Figure 1… …18 Chapter 3 Using cluster analysis to characterize meaningful learning in a first-year… …39 Measuring meaningful learning in the undergraduate chemistry laboratory: A national… 

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APA (6th Edition):

Galloway, K. R. (2015). Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946

Chicago Manual of Style (16th Edition):

Galloway, Kelli R. “Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory.” 2015. Doctoral Dissertation, Miami University. Accessed December 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946.

MLA Handbook (7th Edition):

Galloway, Kelli R. “Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory.” 2015. Web. 14 Dec 2019.

Vancouver:

Galloway KR. Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory. [Internet] [Doctoral dissertation]. Miami University; 2015. [cited 2019 Dec 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946.

Council of Science Editors:

Galloway KR. Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory. [Doctoral Dissertation]. Miami University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946

12. Luciana de Lima. IntegraÃÃo das tecnologias e currÃculo: a aprendizagem significativa de licenciandos de ciÃncias na apropriaÃÃo e articulaÃÃo entre saberes cientÃficos, pedagÃgicos e das TDIC.

Degree: PhD, 2014, Universidade Federal do Ceará

O objetivo de investigaÃÃo à interpretar as compreensÃes teÃricas e prÃticas de licenciandos de CiÃncias BiolÃgicas e FÃsica, sobre os conhecimentos cientÃficos, pedagÃgicos e tecnolÃgicos… (more)

Subjects/Keywords: EDUCACAO; IntegraÃÃo entre TDIC e CurrÃculo.; Aprendizagem Significativa; FormaÃÃo de Professores de CiÃncias; Integration between TDIC and Curriculum; Meaningful Learning; Science Teacher Education; Professores de biologia - FormaÃÃo - Fortaleza(CE); Professores de fÃsica - FormaÃÃo - Fortaleza(CE); Aprendizagem por atividades - Fortaleza(CE); Abordagem interdisciplinar do conhecimento na educaÃÃo; Tecnologia educacional - Fortaleza(CE); Universidade Federal do Cearà - CurrÃculos

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APA (6th Edition):

Lima, L. d. (2014). IntegraÃÃo das tecnologias e currÃculo: a aprendizagem significativa de licenciandos de ciÃncias na apropriaÃÃo e articulaÃÃo entre saberes cientÃficos, pedagÃgicos e das TDIC. (Doctoral Dissertation). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12003 ;

Chicago Manual of Style (16th Edition):

Lima, Luciana de. “IntegraÃÃo das tecnologias e currÃculo: a aprendizagem significativa de licenciandos de ciÃncias na apropriaÃÃo e articulaÃÃo entre saberes cientÃficos, pedagÃgicos e das TDIC.” 2014. Doctoral Dissertation, Universidade Federal do Ceará. Accessed December 14, 2019. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12003 ;.

MLA Handbook (7th Edition):

Lima, Luciana de. “IntegraÃÃo das tecnologias e currÃculo: a aprendizagem significativa de licenciandos de ciÃncias na apropriaÃÃo e articulaÃÃo entre saberes cientÃficos, pedagÃgicos e das TDIC.” 2014. Web. 14 Dec 2019.

Vancouver:

Lima Ld. IntegraÃÃo das tecnologias e currÃculo: a aprendizagem significativa de licenciandos de ciÃncias na apropriaÃÃo e articulaÃÃo entre saberes cientÃficos, pedagÃgicos e das TDIC. [Internet] [Doctoral dissertation]. Universidade Federal do Ceará 2014. [cited 2019 Dec 14]. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12003 ;.

Council of Science Editors:

Lima Ld. IntegraÃÃo das tecnologias e currÃculo: a aprendizagem significativa de licenciandos de ciÃncias na apropriaÃÃo e articulaÃÃo entre saberes cientÃficos, pedagÃgicos e das TDIC. [Doctoral Dissertation]. Universidade Federal do Ceará 2014. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12003 ;

.