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You searched for subject:(nature of science). Showing records 1 – 30 of 296 total matches.

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1. Yanke, Eric P. Nature of Science and Minnesota Chemistry Education.

Degree: MA, Biology, 2016, St. Cloud State University

  Minnesota chemistry teachers were surveyed to determine their practices for including nature of science content into general chemistry curriculum. Teacher experience, engagement in professional… (more)

Subjects/Keywords: Nature of Science chemistry education

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APA (6th Edition):

Yanke, E. P. (2016). Nature of Science and Minnesota Chemistry Education. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/biol_etds/11

Chicago Manual of Style (16th Edition):

Yanke, Eric P. “Nature of Science and Minnesota Chemistry Education.” 2016. Masters Thesis, St. Cloud State University. Accessed October 31, 2020. https://repository.stcloudstate.edu/biol_etds/11.

MLA Handbook (7th Edition):

Yanke, Eric P. “Nature of Science and Minnesota Chemistry Education.” 2016. Web. 31 Oct 2020.

Vancouver:

Yanke EP. Nature of Science and Minnesota Chemistry Education. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2020 Oct 31]. Available from: https://repository.stcloudstate.edu/biol_etds/11.

Council of Science Editors:

Yanke EP. Nature of Science and Minnesota Chemistry Education. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/biol_etds/11

2. Fouad, Khadija Engelbrecht. AMERICAN MUSLIM UNDERGRADUATES’ VIEWS ON EVOLUTION .

Degree: 2016, Indiana University

 A qualitative investigation into American Muslim undergraduates' views on evolution revealed three main positions on evolution: theistic evolution, a belief in special creation of all… (more)

Subjects/Keywords: biological evolution; nature of science

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APA (6th Edition):

Fouad, K. E. (2016). AMERICAN MUSLIM UNDERGRADUATES’ VIEWS ON EVOLUTION . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/20879

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):

Fouad, Khadija Engelbrecht. “AMERICAN MUSLIM UNDERGRADUATES’ VIEWS ON EVOLUTION .” 2016. Thesis, Indiana University. Accessed October 31, 2020. http://hdl.handle.net/2022/20879.

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

MLA Handbook (7th Edition):

Fouad, Khadija Engelbrecht. “AMERICAN MUSLIM UNDERGRADUATES’ VIEWS ON EVOLUTION .” 2016. Web. 31 Oct 2020.

Vancouver:

Fouad KE. AMERICAN MUSLIM UNDERGRADUATES’ VIEWS ON EVOLUTION . [Internet] [Thesis]. Indiana University; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2022/20879.

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

Council of Science Editors:

Fouad KE. AMERICAN MUSLIM UNDERGRADUATES’ VIEWS ON EVOLUTION . [Thesis]. Indiana University; 2016. Available from: http://hdl.handle.net/2022/20879

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


University of Houston

3. -0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.

Degree: EdD, Curriculum and Instruction, 2018, University of Houston

 Background: Nature of Science (NOS), a critical component to the understanding of scientific theories such as evolution, is often misunderstood by teachers due to a… (more)

Subjects/Keywords: Nature of science (NOS); Science education; Evolution; Nature of Science

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APA (6th Edition):

-0068-1021. (2018). Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3147

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Doctoral Dissertation, University of Houston. Accessed October 31, 2020. http://hdl.handle.net/10657/3147.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0068-1021. “Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory.” 2018. Web. 31 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10657/3147.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0068-1021. Secondary Science Teachers’ Understanding of the Nature of Science and Its Relationship to Evolution Theory. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3147

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Waikato

4. Carpendale, Jared Alan. Learning Aspects of the Nature of Science at an Interactive Science Centre .

Degree: 2012, University of Waikato

 The nature of science (NoS), while seen as an important part of science education, is also acknowledged as difficult to teach. Researchers have claimed that… (more)

Subjects/Keywords: nature of science; interactive science centre

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APA (6th Edition):

Carpendale, J. A. (2012). Learning Aspects of the Nature of Science at an Interactive Science Centre . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/7030

Chicago Manual of Style (16th Edition):

Carpendale, Jared Alan. “Learning Aspects of the Nature of Science at an Interactive Science Centre .” 2012. Masters Thesis, University of Waikato. Accessed October 31, 2020. http://hdl.handle.net/10289/7030.

MLA Handbook (7th Edition):

Carpendale, Jared Alan. “Learning Aspects of the Nature of Science at an Interactive Science Centre .” 2012. Web. 31 Oct 2020.

Vancouver:

Carpendale JA. Learning Aspects of the Nature of Science at an Interactive Science Centre . [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10289/7030.

Council of Science Editors:

Carpendale JA. Learning Aspects of the Nature of Science at an Interactive Science Centre . [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/7030


Victoria University of Wellington

5. McIntosh, Edit. The development of science epistemology in senior science courses: A quantitative study.

Degree: 2016, Victoria University of Wellington

 Epistemological development is a pivotal aspect of liberal education because the ability to distinguish between knowledge and pseudo-knowledge and the ability to use the particular… (more)

Subjects/Keywords: Science; Epistemology; NOS; Nature of science

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APA (6th Edition):

McIntosh, E. (2016). The development of science epistemology in senior science courses: A quantitative study. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6398

Chicago Manual of Style (16th Edition):

McIntosh, Edit. “The development of science epistemology in senior science courses: A quantitative study.” 2016. Masters Thesis, Victoria University of Wellington. Accessed October 31, 2020. http://hdl.handle.net/10063/6398.

MLA Handbook (7th Edition):

McIntosh, Edit. “The development of science epistemology in senior science courses: A quantitative study.” 2016. Web. 31 Oct 2020.

Vancouver:

McIntosh E. The development of science epistemology in senior science courses: A quantitative study. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10063/6398.

Council of Science Editors:

McIntosh E. The development of science epistemology in senior science courses: A quantitative study. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/6398


Arizona State University

6. Melville, Melissa Ann. Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning.

Degree: MA, Curriculum and Instruction, 2011, Arizona State University

 The nature of science (NOS) is included in the National Science Education Standards and is described as a critical component in the development of scientifically… (more)

Subjects/Keywords: Science Education; explicit instruction; nature of science

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APA (6th Edition):

Melville, M. A. (2011). Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/9095

Chicago Manual of Style (16th Edition):

Melville, Melissa Ann. “Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning.” 2011. Masters Thesis, Arizona State University. Accessed October 31, 2020. http://repository.asu.edu/items/9095.

MLA Handbook (7th Edition):

Melville, Melissa Ann. “Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning.” 2011. Web. 31 Oct 2020.

Vancouver:

Melville MA. Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2020 Oct 31]. Available from: http://repository.asu.edu/items/9095.

Council of Science Editors:

Melville MA. Explicit Teaching of the Nature of Science: A Study of the Impact of Two Variations of Explicit Instruction on Student Learning. [Masters Thesis]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9095


University of Limerick

7. Kaya, Sila. Enhancing pre-service science teachers' understanding of how science works in society: the role of economics and entrepreneurship in nature and science.

Degree: 2019, University of Limerick

peer-reviewed

Recently, particular social aspects of nature of science (NOS), such as Economics of Science (EOS) and entrepreneurship in science, started to gain attention (Erduran… (more)

Subjects/Keywords: nature of science (NOS); entrepreneurship in science

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APA (6th Edition):

Kaya, S. (2019). Enhancing pre-service science teachers' understanding of how science works in society: the role of economics and entrepreneurship in nature and science. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/8145

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):

Kaya, Sila. “Enhancing pre-service science teachers' understanding of how science works in society: the role of economics and entrepreneurship in nature and science.” 2019. Thesis, University of Limerick. Accessed October 31, 2020. http://hdl.handle.net/10344/8145.

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

MLA Handbook (7th Edition):

Kaya, Sila. “Enhancing pre-service science teachers' understanding of how science works in society: the role of economics and entrepreneurship in nature and science.” 2019. Web. 31 Oct 2020.

Vancouver:

Kaya S. Enhancing pre-service science teachers' understanding of how science works in society: the role of economics and entrepreneurship in nature and science. [Internet] [Thesis]. University of Limerick; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10344/8145.

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

Council of Science Editors:

Kaya S. Enhancing pre-service science teachers' understanding of how science works in society: the role of economics and entrepreneurship in nature and science. [Thesis]. University of Limerick; 2019. Available from: http://hdl.handle.net/10344/8145

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

8. Bialek, Max. RELATIVE AND OBJECTIVE, ON BALANCE: Detailing the Best Systems Analysis of Laws.

Degree: Philosophy, 2017, University of Maryland

 Variations on Lewis’ Best Systems Analysis (BSA) of laws of nature have tended to emphasize the aspects of the view that allow it to accommodate… (more)

Subjects/Keywords: Philosophy; Philosophy of science; laws of nature

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Bialek, M. (2017). RELATIVE AND OBJECTIVE, ON BALANCE: Detailing the Best Systems Analysis of Laws. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/19957

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):

Bialek, Max. “RELATIVE AND OBJECTIVE, ON BALANCE: Detailing the Best Systems Analysis of Laws.” 2017. Thesis, University of Maryland. Accessed October 31, 2020. http://hdl.handle.net/1903/19957.

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

MLA Handbook (7th Edition):

Bialek, Max. “RELATIVE AND OBJECTIVE, ON BALANCE: Detailing the Best Systems Analysis of Laws.” 2017. Web. 31 Oct 2020.

Vancouver:

Bialek M. RELATIVE AND OBJECTIVE, ON BALANCE: Detailing the Best Systems Analysis of Laws. [Internet] [Thesis]. University of Maryland; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1903/19957.

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

Council of Science Editors:

Bialek M. RELATIVE AND OBJECTIVE, ON BALANCE: Detailing the Best Systems Analysis of Laws. [Thesis]. University of Maryland; 2017. Available from: http://hdl.handle.net/1903/19957

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


NSYSU

9. Yang, Kuay-keng. The exploration of teaching argumentation for elementary school students.

Degree: Master, Education, 2009, NSYSU

 This study was designed to explore pupilsâ argumentation ability and understanding about the nature of science during the argumentation activities. The method of quasi-experiment with… (more)

Subjects/Keywords: Nature of science; argumentation instruction; Argumentation ability

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APA (6th Edition):

Yang, K. (2009). The exploration of teaching argumentation for elementary school students. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421

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):

Yang, Kuay-keng. “The exploration of teaching argumentation for elementary school students.” 2009. Thesis, NSYSU. Accessed October 31, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421.

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

MLA Handbook (7th Edition):

Yang, Kuay-keng. “The exploration of teaching argumentation for elementary school students.” 2009. Web. 31 Oct 2020.

Vancouver:

Yang K. The exploration of teaching argumentation for elementary school students. [Internet] [Thesis]. NSYSU; 2009. [cited 2020 Oct 31]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421.

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

Council of Science Editors:

Yang K. The exploration of teaching argumentation for elementary school students. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421

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


Brigham Young University

10. Kent, David G. A Correlation of Teacher Understanding of the Nature of Science (NOS) with Student Understanding.

Degree: MS, 2010, Brigham Young University

 This is a study of how a teacher's understanding of the nature of science (NOS) correlates to student understanding of the nature of science. Participants… (more)

Subjects/Keywords: nature of science; student gains; Biology

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APA (6th Edition):

Kent, D. G. (2010). A Correlation of Teacher Understanding of the Nature of Science (NOS) with Student Understanding. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3557&context=etd

Chicago Manual of Style (16th Edition):

Kent, David G. “A Correlation of Teacher Understanding of the Nature of Science (NOS) with Student Understanding.” 2010. Masters Thesis, Brigham Young University. Accessed October 31, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3557&context=etd.

MLA Handbook (7th Edition):

Kent, David G. “A Correlation of Teacher Understanding of the Nature of Science (NOS) with Student Understanding.” 2010. Web. 31 Oct 2020.

Vancouver:

Kent DG. A Correlation of Teacher Understanding of the Nature of Science (NOS) with Student Understanding. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2020 Oct 31]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3557&context=etd.

Council of Science Editors:

Kent DG. A Correlation of Teacher Understanding of the Nature of Science (NOS) with Student Understanding. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3557&context=etd


University of Georgia

11. Koopman, Rebecca. The virtual gorilla in a life science curriculum.

Degree: 2014, University of Georgia

 This study investigated an inquiry approach to teaching and learning about biological themes and the nature of science in a 7th grade life science classroom,… (more)

Subjects/Keywords: nature of science; inquiry-based; biological themes

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APA (6th Edition):

Koopman, R. (2014). The virtual gorilla in a life science curriculum. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22945

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):

Koopman, Rebecca. “The virtual gorilla in a life science curriculum.” 2014. Thesis, University of Georgia. Accessed October 31, 2020. http://hdl.handle.net/10724/22945.

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

MLA Handbook (7th Edition):

Koopman, Rebecca. “The virtual gorilla in a life science curriculum.” 2014. Web. 31 Oct 2020.

Vancouver:

Koopman R. The virtual gorilla in a life science curriculum. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10724/22945.

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

Council of Science Editors:

Koopman R. The virtual gorilla in a life science curriculum. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22945

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


University of Alberta

12. Yacoubian, Hagop A. Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum.

Degree: PhD, Department of Secondary Education, 2012, University of Alberta

 This study, primarily theoretical in nature, explores a philosophically and pedagogically reasonable way of addressing nature of science (NOS) in school science. NOS encompasses what… (more)

Subjects/Keywords: critical thinking; science curriculum; science education; learning progressions; nature of science

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APA (6th Edition):

Yacoubian, H. A. (2012). Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pc289k19j

Chicago Manual of Style (16th Edition):

Yacoubian, Hagop A. “Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum.” 2012. Doctoral Dissertation, University of Alberta. Accessed October 31, 2020. https://era.library.ualberta.ca/files/pc289k19j.

MLA Handbook (7th Edition):

Yacoubian, Hagop A. “Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum.” 2012. Web. 31 Oct 2020.

Vancouver:

Yacoubian HA. Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2020 Oct 31]. Available from: https://era.library.ualberta.ca/files/pc289k19j.

Council of Science Editors:

Yacoubian HA. Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/pc289k19j

13. Brunner, Jeanne L. Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning.

Degree: PhD, Educational Psychology, 2016, University of Illinois – Urbana-Champaign

 The present study investigated the impact of elementary science trade books, which were modified to include explicit-reflective nature of science (NOS) references, on four variables:… (more)

Subjects/Keywords: Nature of science; Elementary science; Educative curriculum materials; Science trade books

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APA (6th Edition):

Brunner, J. L. (2016). Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92788

Chicago Manual of Style (16th Edition):

Brunner, Jeanne L. “Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 31, 2020. http://hdl.handle.net/2142/92788.

MLA Handbook (7th Edition):

Brunner, Jeanne L. “Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning.” 2016. Web. 31 Oct 2020.

Vancouver:

Brunner JL. Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2142/92788.

Council of Science Editors:

Brunner JL. Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92788


Louisiana State University

14. Gomez, Michelle Elizabeth, Ms. Science Inquiry in Informal Settings.

Degree: MAE, Curriculum and Instruction, 2018, Louisiana State University

  This qualitative research study aims to answer the question of whether or not informal learning settings, such as museums and zoos, are beneficial to… (more)

Subjects/Keywords: science; science inquiry; informal settings; nature of science

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APA (6th Edition):

Gomez, Michelle Elizabeth, M. (2018). Science Inquiry in Informal Settings. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4775

Chicago Manual of Style (16th Edition):

Gomez, Michelle Elizabeth, Ms. “Science Inquiry in Informal Settings.” 2018. Masters Thesis, Louisiana State University. Accessed October 31, 2020. https://digitalcommons.lsu.edu/gradschool_theses/4775.

MLA Handbook (7th Edition):

Gomez, Michelle Elizabeth, Ms. “Science Inquiry in Informal Settings.” 2018. Web. 31 Oct 2020.

Vancouver:

Gomez, Michelle Elizabeth M. Science Inquiry in Informal Settings. [Internet] [Masters thesis]. Louisiana State University; 2018. [cited 2020 Oct 31]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4775.

Council of Science Editors:

Gomez, Michelle Elizabeth M. Science Inquiry in Informal Settings. [Masters Thesis]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4775


Malmö University

15. Leden, Lotta. Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching .

Degree: Malmö University. Natural Science, Mathematics and Society (NMS), 2017, Malmö University

 The thesis explores teachers’ perspectives and negotiations on the role of “Nature of Science” (NOS) in compulsory school science teaching. Previous research has described school… (more)

Subjects/Keywords: Nature of science; teachers' perspectives; Didactical questions; Focus groups; Nature of science; School science; Science teaching traditions; Scientific literacy; Teachers’ perspectives

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APA (6th Edition):

Leden, L. (2017). Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/22322

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):

Leden, Lotta. “Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching .” 2017. Thesis, Malmö University. Accessed October 31, 2020. http://hdl.handle.net/2043/22322.

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

MLA Handbook (7th Edition):

Leden, Lotta. “Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching .” 2017. Web. 31 Oct 2020.

Vancouver:

Leden L. Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching . [Internet] [Thesis]. Malmö University; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2043/22322.

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

Council of Science Editors:

Leden L. Black & white or shades of grey : teachers perspectives on the role of nature of science in compulsory school science teaching . [Thesis]. Malmö University; 2017. Available from: http://hdl.handle.net/2043/22322

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


Oklahoma State University

16. Heaton, Leigh Brenna. Exploring Freshmen Undergraduates' Acceptance of the Theory of Evolution and Views of Nature of Science.

Degree: Education, 2019, Oklahoma State University

 The results of this study revealed: 1) the majority of participants held moderate or high levels of acceptance of the Theory of Evolution; 2) religious… (more)

Subjects/Keywords: acceptance of evolution; nature of science; undergraduates' acceptance; views of nos

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APA (6th Edition):

Heaton, L. B. (2019). Exploring Freshmen Undergraduates' Acceptance of the Theory of Evolution and Views of Nature of Science. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/321579

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):

Heaton, Leigh Brenna. “Exploring Freshmen Undergraduates' Acceptance of the Theory of Evolution and Views of Nature of Science.” 2019. Thesis, Oklahoma State University. Accessed October 31, 2020. http://hdl.handle.net/11244/321579.

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

MLA Handbook (7th Edition):

Heaton, Leigh Brenna. “Exploring Freshmen Undergraduates' Acceptance of the Theory of Evolution and Views of Nature of Science.” 2019. Web. 31 Oct 2020.

Vancouver:

Heaton LB. Exploring Freshmen Undergraduates' Acceptance of the Theory of Evolution and Views of Nature of Science. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/11244/321579.

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

Council of Science Editors:

Heaton LB. Exploring Freshmen Undergraduates' Acceptance of the Theory of Evolution and Views of Nature of Science. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/321579

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


University of Maryland

17. Dai, Amy Hsin-I. A STUDY OF TAIWANESE CHILDREN'S CONCEPTIONS OF AND RELATION TO NATURE: CURRICULAR AND POLICY IMPLICATIONS.

Degree: Curriculum and Instruction, 2011, University of Maryland

 The present study investigated children's conceptions of and relations to nature. Understanding the factors that influence them was the goal. The study used the Contextual… (more)

Subjects/Keywords: Science education; Environmental education; Children and nature; Children ideas of nature; Environmental education; Urban children and nature

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APA (6th Edition):

Dai, A. H. (2011). A STUDY OF TAIWANESE CHILDREN'S CONCEPTIONS OF AND RELATION TO NATURE: CURRICULAR AND POLICY IMPLICATIONS. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12301

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):

Dai, Amy Hsin-I. “A STUDY OF TAIWANESE CHILDREN'S CONCEPTIONS OF AND RELATION TO NATURE: CURRICULAR AND POLICY IMPLICATIONS.” 2011. Thesis, University of Maryland. Accessed October 31, 2020. http://hdl.handle.net/1903/12301.

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

MLA Handbook (7th Edition):

Dai, Amy Hsin-I. “A STUDY OF TAIWANESE CHILDREN'S CONCEPTIONS OF AND RELATION TO NATURE: CURRICULAR AND POLICY IMPLICATIONS.” 2011. Web. 31 Oct 2020.

Vancouver:

Dai AH. A STUDY OF TAIWANESE CHILDREN'S CONCEPTIONS OF AND RELATION TO NATURE: CURRICULAR AND POLICY IMPLICATIONS. [Internet] [Thesis]. University of Maryland; 2011. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1903/12301.

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

Council of Science Editors:

Dai AH. A STUDY OF TAIWANESE CHILDREN'S CONCEPTIONS OF AND RELATION TO NATURE: CURRICULAR AND POLICY IMPLICATIONS. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/12301

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


Cornell University

18. Capps, Daniel. Supporting Teachers In Learning About Inquiry, Nature Of Science, And In Teaching Through Inquiry.

Degree: PhD, Education, 2011, Cornell University

 Inquiry-based instruction and instruction about nature of science (NOS) are central to reform-based science teaching. Professional development (PD) is a well-recognized way to support teachers… (more)

Subjects/Keywords: teacher professional development; inquiry-based science teaching; nature of science

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APA (6th Edition):

Capps, D. (2011). Supporting Teachers In Learning About Inquiry, Nature Of Science, And In Teaching Through Inquiry. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/30633

Chicago Manual of Style (16th Edition):

Capps, Daniel. “Supporting Teachers In Learning About Inquiry, Nature Of Science, And In Teaching Through Inquiry.” 2011. Doctoral Dissertation, Cornell University. Accessed October 31, 2020. http://hdl.handle.net/1813/30633.

MLA Handbook (7th Edition):

Capps, Daniel. “Supporting Teachers In Learning About Inquiry, Nature Of Science, And In Teaching Through Inquiry.” 2011. Web. 31 Oct 2020.

Vancouver:

Capps D. Supporting Teachers In Learning About Inquiry, Nature Of Science, And In Teaching Through Inquiry. [Internet] [Doctoral dissertation]. Cornell University; 2011. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1813/30633.

Council of Science Editors:

Capps D. Supporting Teachers In Learning About Inquiry, Nature Of Science, And In Teaching Through Inquiry. [Doctoral Dissertation]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/30633


Vanderbilt University

19. Morabito, Nancy Pierce. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science.

Degree: PhD, Teaching and Learning, 2013, Vanderbilt University

 This project focuses on whether participation in authentic research experiences has an impact on teachers’ understanding of the Nature of Science (NOS) and, consequently, their… (more)

Subjects/Keywords: science education; professional development; research experiences; nature of science

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APA (6th Edition):

Morabito, N. P. (2013). Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10928

Chicago Manual of Style (16th Edition):

Morabito, Nancy Pierce. “Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed October 31, 2020. http://hdl.handle.net/1803/10928.

MLA Handbook (7th Edition):

Morabito, Nancy Pierce. “Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science.” 2013. Web. 31 Oct 2020.

Vancouver:

Morabito NP. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1803/10928.

Council of Science Editors:

Morabito NP. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/10928


University of the Western Cape

20. Ayano, Elizabeth Idowu. Western Cape Senior Phase Learners' Conceptions of Magnetism, Chemical Change of substances and the Environment .

Degree: 2018, University of the Western Cape

 A large percentage of South African learners held inadequate or alternative conceptions that might hinder them from developing a valid understanding of various scientific concepts… (more)

Subjects/Keywords: Nature of science; Science learners; Conceptions; Alternative conceptions; Scientific concepts

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APA (6th Edition):

Ayano, E. I. (2018). Western Cape Senior Phase Learners' Conceptions of Magnetism, Chemical Change of substances and the Environment . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6429

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):

Ayano, Elizabeth Idowu. “Western Cape Senior Phase Learners' Conceptions of Magnetism, Chemical Change of substances and the Environment .” 2018. Thesis, University of the Western Cape. Accessed October 31, 2020. http://hdl.handle.net/11394/6429.

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

MLA Handbook (7th Edition):

Ayano, Elizabeth Idowu. “Western Cape Senior Phase Learners' Conceptions of Magnetism, Chemical Change of substances and the Environment .” 2018. Web. 31 Oct 2020.

Vancouver:

Ayano EI. Western Cape Senior Phase Learners' Conceptions of Magnetism, Chemical Change of substances and the Environment . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/11394/6429.

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

Council of Science Editors:

Ayano EI. Western Cape Senior Phase Learners' Conceptions of Magnetism, Chemical Change of substances and the Environment . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6429

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


Iowa State University

21. Richey, Lindsey R. The portrayal of the nature of science in upper elementary instructional materials.

Degree: 2011, Iowa State University

 This study examined how the nature of science is currently represented in eight grades 3-5 life science curriculum materials. The materials are self-described as aligned… (more)

Subjects/Keywords: curriculum materials; nature of science; upper elementary science; Curriculum and Instruction

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APA (6th Edition):

Richey, L. R. (2011). The portrayal of the nature of science in upper elementary instructional materials. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/10287

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):

Richey, Lindsey R. “The portrayal of the nature of science in upper elementary instructional materials.” 2011. Thesis, Iowa State University. Accessed October 31, 2020. https://lib.dr.iastate.edu/etd/10287.

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

MLA Handbook (7th Edition):

Richey, Lindsey R. “The portrayal of the nature of science in upper elementary instructional materials.” 2011. Web. 31 Oct 2020.

Vancouver:

Richey LR. The portrayal of the nature of science in upper elementary instructional materials. [Internet] [Thesis]. Iowa State University; 2011. [cited 2020 Oct 31]. Available from: https://lib.dr.iastate.edu/etd/10287.

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

Council of Science Editors:

Richey LR. The portrayal of the nature of science in upper elementary instructional materials. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/10287

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


Arizona State University

22. Firestone, Jonah Benjamin. The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom.

Degree: PhD, Curriculum and Instruction, 2011, Arizona State University

 An understanding of the Nature of Science (NOS) remains a fundamental goal of science education in the Unites States. A developed understanding of NOS provides… (more)

Subjects/Keywords: Science education; Teacher education; Induction; Nature of Science; Preservice; Symbolic Interactionism

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APA (6th Edition):

Firestone, J. B. (2011). The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14289

Chicago Manual of Style (16th Edition):

Firestone, Jonah Benjamin. “The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom.” 2011. Doctoral Dissertation, Arizona State University. Accessed October 31, 2020. http://repository.asu.edu/items/14289.

MLA Handbook (7th Edition):

Firestone, Jonah Benjamin. “The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom.” 2011. Web. 31 Oct 2020.

Vancouver:

Firestone JB. The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Oct 31]. Available from: http://repository.asu.edu/items/14289.

Council of Science Editors:

Firestone JB. The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/14289


University of Georgia

23. Wylie, Clyde H. Reflection on the difficulties of teaching evolution in high school biology.

Degree: 2014, University of Georgia

 From the time Darwin first published his book, The Origin of Species, there has been conflict. Casualties of the conflict are, perhaps, most highly noticed… (more)

Subjects/Keywords: Evolution; Nature of science; Standards; Teacher; Darwin; Science; School; Willingness; Acceptance

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

APA (6th Edition):

Wylie, C. H. (2014). Reflection on the difficulties of teaching evolution in high school biology. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20959

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):

Wylie, Clyde H. “Reflection on the difficulties of teaching evolution in high school biology.” 2014. Thesis, University of Georgia. Accessed October 31, 2020. http://hdl.handle.net/10724/20959.

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

MLA Handbook (7th Edition):

Wylie, Clyde H. “Reflection on the difficulties of teaching evolution in high school biology.” 2014. Web. 31 Oct 2020.

Vancouver:

Wylie CH. Reflection on the difficulties of teaching evolution in high school biology. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10724/20959.

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

Council of Science Editors:

Wylie CH. Reflection on the difficulties of teaching evolution in high school biology. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20959

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


University of Montana

24. Lahti, Richard Dennis. Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?.

Degree: Doctor of Education (EdD), 2013, University of Montana

 Knowledge of scientific models and their uses is a concept that has become a key benchmark in many of the science standards of the past… (more)

Subjects/Keywords: Cognitive development; Modeling; Models; Nature of science; NOS; Science education

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

APA (6th Edition):

Lahti, R. D. (2013). Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/1379

Chicago Manual of Style (16th Edition):

Lahti, Richard Dennis. “Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?.” 2013. Doctoral Dissertation, University of Montana. Accessed October 31, 2020. https://scholarworks.umt.edu/etd/1379.

MLA Handbook (7th Edition):

Lahti, Richard Dennis. “Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?.” 2013. Web. 31 Oct 2020.

Vancouver:

Lahti RD. Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?. [Internet] [Doctoral dissertation]. University of Montana; 2013. [cited 2020 Oct 31]. Available from: https://scholarworks.umt.edu/etd/1379.

Council of Science Editors:

Lahti RD. Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?. [Doctoral Dissertation]. University of Montana; 2013. Available from: https://scholarworks.umt.edu/etd/1379


Princeton University

25. Chatterjee, Sria. NATURING THE NATION: ART AND DESIGN IN INDIA, 1870s-1970s .

Degree: PhD, 2019, Princeton University

 Naturing the Nation: art and design in India, 1870s-1970s probes the relationship between art, design and the politics of nature in colonial and postcolonial India.… (more)

Subjects/Keywords: Art History; Design; Environment; History of Science; Nature; Plant Science

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APA (6th Edition):

Chatterjee, S. (2019). NATURING THE NATION: ART AND DESIGN IN INDIA, 1870s-1970s . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp014j03d253k

Chicago Manual of Style (16th Edition):

Chatterjee, Sria. “NATURING THE NATION: ART AND DESIGN IN INDIA, 1870s-1970s .” 2019. Doctoral Dissertation, Princeton University. Accessed October 31, 2020. http://arks.princeton.edu/ark:/88435/dsp014j03d253k.

MLA Handbook (7th Edition):

Chatterjee, Sria. “NATURING THE NATION: ART AND DESIGN IN INDIA, 1870s-1970s .” 2019. Web. 31 Oct 2020.

Vancouver:

Chatterjee S. NATURING THE NATION: ART AND DESIGN IN INDIA, 1870s-1970s . [Internet] [Doctoral dissertation]. Princeton University; 2019. [cited 2020 Oct 31]. Available from: http://arks.princeton.edu/ark:/88435/dsp014j03d253k.

Council of Science Editors:

Chatterjee S. NATURING THE NATION: ART AND DESIGN IN INDIA, 1870s-1970s . [Doctoral Dissertation]. Princeton University; 2019. Available from: http://arks.princeton.edu/ark:/88435/dsp014j03d253k

26. Wood, Sandra Dawn. Making a third place: the science and the poetry of husbandry .

Degree: 2008, Abertay U

 It locally contains or heaven, or hell; There’s no third place in’t. (Webster 1993) Husbandry in its original sense is a ‘being together’, based on… (more)

Subjects/Keywords: Husbandry of nature; Philosophy of science; Virgil's Georgics; Lucretius

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APA (6th Edition):

Wood, S. D. (2008). Making a third place: the science and the poetry of husbandry . (Thesis). Abertay U. Retrieved from http://hdl.handle.net/10373/92

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):

Wood, Sandra Dawn. “Making a third place: the science and the poetry of husbandry .” 2008. Thesis, Abertay U. Accessed October 31, 2020. http://hdl.handle.net/10373/92.

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

MLA Handbook (7th Edition):

Wood, Sandra Dawn. “Making a third place: the science and the poetry of husbandry .” 2008. Web. 31 Oct 2020.

Vancouver:

Wood SD. Making a third place: the science and the poetry of husbandry . [Internet] [Thesis]. Abertay U; 2008. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10373/92.

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

Council of Science Editors:

Wood SD. Making a third place: the science and the poetry of husbandry . [Thesis]. Abertay U; 2008. Available from: http://hdl.handle.net/10373/92

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


University of New South Wales

27. Fergusson, Jennifer Ann. Engaging students in the nature and practice of science.

Degree: Biotechnology & Biomolecular Sciences, 2013, University of New South Wales

 There is concern in many developed countries that school students are turning away from science. However, students may be choosing not to study science and… (more)

Subjects/Keywords: Outreach; Science education; School science; Nature and processes of science; Attitudes to science; Astrobiology

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APA (6th Edition):

Fergusson, J. A. (2013). Engaging students in the nature and practice of science. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53057 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11735/SOURCE01?view=true

Chicago Manual of Style (16th Edition):

Fergusson, Jennifer Ann. “Engaging students in the nature and practice of science.” 2013. Doctoral Dissertation, University of New South Wales. Accessed October 31, 2020. http://handle.unsw.edu.au/1959.4/53057 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11735/SOURCE01?view=true.

MLA Handbook (7th Edition):

Fergusson, Jennifer Ann. “Engaging students in the nature and practice of science.” 2013. Web. 31 Oct 2020.

Vancouver:

Fergusson JA. Engaging students in the nature and practice of science. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2020 Oct 31]. Available from: http://handle.unsw.edu.au/1959.4/53057 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11735/SOURCE01?view=true.

Council of Science Editors:

Fergusson JA. Engaging students in the nature and practice of science. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/53057 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11735/SOURCE01?view=true


Queensland University of Technology

28. McDonald, Christine. Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science.

Degree: 2008, Queensland University of Technology

 There exists a general consensus in the science education literature around the goal of enhancing students. and teachers. views of nature of science (NOS). An… (more)

Subjects/Keywords: nature of science (NOS); epistemology of science; argumentation; context of argumentation; preservice primary teachers

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APA (6th Edition):

McDonald, C. (2008). Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/26330/

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):

McDonald, Christine. “Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science.” 2008. Thesis, Queensland University of Technology. Accessed October 31, 2020. https://eprints.qut.edu.au/26330/.

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

MLA Handbook (7th Edition):

McDonald, Christine. “Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science.” 2008. Web. 31 Oct 2020.

Vancouver:

McDonald C. Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2020 Oct 31]. Available from: https://eprints.qut.edu.au/26330/.

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

Council of Science Editors:

McDonald C. Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/26330/

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


University of Pretoria

29. Nhlengethwa, Khanyisile. Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science.

Degree: Science, Mathematics and Technology Education, 2013, University of Pretoria

 In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice teachers’ understanding of the Nature of Science (NOS) were investigated. The… (more)

Subjects/Keywords: Conceptual Change Model; History of Science; Philosophy of Science; Ministry of Education; Nature of Science; Primary Teachers’ Diploma; Views on Nature of Science Questionnaire; UCTD

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

APA (6th Edition):

Nhlengethwa, K. (2013). Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40397

Chicago Manual of Style (16th Edition):

Nhlengethwa, Khanyisile. “Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science.” 2013. Masters Thesis, University of Pretoria. Accessed October 31, 2020. http://hdl.handle.net/2263/40397.

MLA Handbook (7th Edition):

Nhlengethwa, Khanyisile. “Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science.” 2013. Web. 31 Oct 2020.

Vancouver:

Nhlengethwa K. Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2263/40397.

Council of Science Editors:

Nhlengethwa K. Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/40397


Arizona State University

30. Lawrence, Cera. The "History and Nature of Science" in the Era of Standards-Based Reform.

Degree: MS, Biology, 2011, Arizona State University

 The goal of science education in the United States is promoting scientific literacy for all students. The goal necessitates understanding the nature of science-what science(more)

Subjects/Keywords: History of Science; Education Policy; Philosophy of Science; education reform; history of science; nature of science; scientific literacy; standards; STS

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APA (6th Edition):

Lawrence, C. (2011). The "History and Nature of Science" in the Era of Standards-Based Reform. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/9102

Chicago Manual of Style (16th Edition):

Lawrence, Cera. “The "History and Nature of Science" in the Era of Standards-Based Reform.” 2011. Masters Thesis, Arizona State University. Accessed October 31, 2020. http://repository.asu.edu/items/9102.

MLA Handbook (7th Edition):

Lawrence, Cera. “The "History and Nature of Science" in the Era of Standards-Based Reform.” 2011. Web. 31 Oct 2020.

Vancouver:

Lawrence C. The "History and Nature of Science" in the Era of Standards-Based Reform. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2020 Oct 31]. Available from: http://repository.asu.edu/items/9102.

Council of Science Editors:

Lawrence C. The "History and Nature of Science" in the Era of Standards-Based Reform. [Masters Thesis]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9102

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