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You searched for subject:(physics education). Showing records 1 – 30 of 639 total matches.

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Wright State University

1. Alzahrani, Raym. Correlations Between Introductory Students’ Attitudes About Physics and Conceptual Understanding.

Degree: MS, Physics, 2016, Wright State University

 The purpose of this study is to measure correlations between the students’incoming attitudes, beliefs and expectations about physics and their conceptualunderstanding. The study presents a… (more)

Subjects/Keywords: Education; Physics; physics; education

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

APA (6th Edition):

Alzahrani, R. (2016). Correlations Between Introductory Students’ Attitudes About Physics and Conceptual Understanding. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1484680800563644

Chicago Manual of Style (16th Edition):

Alzahrani, Raym. “Correlations Between Introductory Students’ Attitudes About Physics and Conceptual Understanding.” 2016. Masters Thesis, Wright State University. Accessed May 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1484680800563644.

MLA Handbook (7th Edition):

Alzahrani, Raym. “Correlations Between Introductory Students’ Attitudes About Physics and Conceptual Understanding.” 2016. Web. 19 May 2019.

Vancouver:

Alzahrani R. Correlations Between Introductory Students’ Attitudes About Physics and Conceptual Understanding. [Internet] [Masters thesis]. Wright State University; 2016. [cited 2019 May 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1484680800563644.

Council of Science Editors:

Alzahrani R. Correlations Between Introductory Students’ Attitudes About Physics and Conceptual Understanding. [Masters Thesis]. Wright State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1484680800563644


The Ohio State University

2. Badeau, Ryan C. Talking Physics: Two Case Studies on Short Answers and Self-explanation in Learning Physics.

Degree: PhD, Physics, 2017, The Ohio State University

 This thesis explores two case studies into the use of short answers and self-explanation to improve student learning in physics. The first set of experiments… (more)

Subjects/Keywords: Education; Physics

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APA (6th Edition):

Badeau, R. C. (2017). Talking Physics: Two Case Studies on Short Answers and Self-explanation in Learning Physics. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1498068128855585

Chicago Manual of Style (16th Edition):

Badeau, Ryan C. “Talking Physics: Two Case Studies on Short Answers and Self-explanation in Learning Physics.” 2017. Doctoral Dissertation, The Ohio State University. Accessed May 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498068128855585.

MLA Handbook (7th Edition):

Badeau, Ryan C. “Talking Physics: Two Case Studies on Short Answers and Self-explanation in Learning Physics.” 2017. Web. 19 May 2019.

Vancouver:

Badeau RC. Talking Physics: Two Case Studies on Short Answers and Self-explanation in Learning Physics. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 May 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1498068128855585.

Council of Science Editors:

Badeau RC. Talking Physics: Two Case Studies on Short Answers and Self-explanation in Learning Physics. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1498068128855585


The Ohio State University

3. White, Daniel R. Learning Isn't Linear: Two Case Studies on the Interaction of Ideas in Learning Physics.

Degree: PhD, Physics, 2016, The Ohio State University

 We explore two case studies into interactions between concepts when learning physics. The first set of experiments focuses on relationships between quantities in force and… (more)

Subjects/Keywords: Physics; Education

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

APA (6th Edition):

White, D. R. (2016). Learning Isn't Linear: Two Case Studies on the Interaction of Ideas in Learning Physics. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1471278432

Chicago Manual of Style (16th Edition):

White, Daniel R. “Learning Isn't Linear: Two Case Studies on the Interaction of Ideas in Learning Physics.” 2016. Doctoral Dissertation, The Ohio State University. Accessed May 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471278432.

MLA Handbook (7th Edition):

White, Daniel R. “Learning Isn't Linear: Two Case Studies on the Interaction of Ideas in Learning Physics.” 2016. Web. 19 May 2019.

Vancouver:

White DR. Learning Isn't Linear: Two Case Studies on the Interaction of Ideas in Learning Physics. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 May 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1471278432.

Council of Science Editors:

White DR. Learning Isn't Linear: Two Case Studies on the Interaction of Ideas in Learning Physics. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1471278432


University of Cape Town

4. Toerien, René. Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding.

Degree: Image, School of Education, 2017, University of Cape Town

Education in South Africa is a national concern and the training and professional development of teachers, especially in science and mathematics, has consequently been prioritised… (more)

Subjects/Keywords: Physics Education

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

APA (6th Edition):

Toerien, R. (2017). Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25508

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):

Toerien, René. “Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding.” 2017. Thesis, University of Cape Town. Accessed May 19, 2019. http://hdl.handle.net/11427/25508.

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

MLA Handbook (7th Edition):

Toerien, René. “Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding.” 2017. Web. 19 May 2019.

Vancouver:

Toerien R. Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 May 19]. Available from: http://hdl.handle.net/11427/25508.

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

Council of Science Editors:

Toerien R. Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25508

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


University of Cape Town

5. John, Ignatius. DC circuits : contextual variation of student responses.

Degree: Image, Physics, 2016, University of Cape Town

 Many studies have shown that students (at both school and university) have difficulties in understanding the concepts associated with DC circuits. Two competing theoretical frameworks… (more)

Subjects/Keywords: Physics; Tertiary Physics Education

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

APA (6th Edition):

John, I. (2016). DC circuits : contextual variation of student responses. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20973

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):

John, Ignatius. “DC circuits : contextual variation of student responses.” 2016. Thesis, University of Cape Town. Accessed May 19, 2019. http://hdl.handle.net/11427/20973.

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

MLA Handbook (7th Edition):

John, Ignatius. “DC circuits : contextual variation of student responses.” 2016. Web. 19 May 2019.

Vancouver:

John I. DC circuits : contextual variation of student responses. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2019 May 19]. Available from: http://hdl.handle.net/11427/20973.

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

Council of Science Editors:

John I. DC circuits : contextual variation of student responses. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20973

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

6. Stirewalt, Heather R. Computation as a Model Building Tool in a High School Physics Classroom.

Degree: 2018, California State University, Long Beach

  The Next Generation Science Standards (NGSS) have established computational thinking as one of the science and engineering practices that should be developed in high… (more)

Subjects/Keywords: Computational physics; Education; Physics

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

APA (6th Edition):

Stirewalt, H. R. (2018). Computation as a Model Building Tool in a High School Physics Classroom. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785706

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):

Stirewalt, Heather R. “Computation as a Model Building Tool in a High School Physics Classroom.” 2018. Thesis, California State University, Long Beach. Accessed May 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10785706.

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

MLA Handbook (7th Edition):

Stirewalt, Heather R. “Computation as a Model Building Tool in a High School Physics Classroom.” 2018. Web. 19 May 2019.

Vancouver:

Stirewalt HR. Computation as a Model Building Tool in a High School Physics Classroom. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2019 May 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785706.

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

Council of Science Editors:

Stirewalt HR. Computation as a Model Building Tool in a High School Physics Classroom. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785706

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

7. Dickinson, Deborah L. Making introductory physics labs meaningful for all students.

Degree: 2015, California State University, Long Beach

  Introductory physics laboratory activities were examined for clarity, purpose, and level of student engagement. Input from physics faculty, graduate teaching assistants, and enrolled students… (more)

Subjects/Keywords: Physics; Science education

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

APA (6th Edition):

Dickinson, D. L. (2015). Making introductory physics labs meaningful for all students. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1596460

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):

Dickinson, Deborah L. “Making introductory physics labs meaningful for all students.” 2015. Thesis, California State University, Long Beach. Accessed May 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1596460.

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

MLA Handbook (7th Edition):

Dickinson, Deborah L. “Making introductory physics labs meaningful for all students.” 2015. Web. 19 May 2019.

Vancouver:

Dickinson DL. Making introductory physics labs meaningful for all students. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2019 May 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1596460.

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

Council of Science Editors:

Dickinson DL. Making introductory physics labs meaningful for all students. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1596460

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


University of Washington

8. Olsho, Alexis Rebecca Werner. An Investigation of Introductory Student Understanding of Special Relativity in the Context of the Relativity of Simultaneity.

Degree: PhD, 2018, University of Washington

 This dissertation describes the results of an investigation into introductory student understanding of special relativity in the context of the relativity of simultaneity. The research… (more)

Subjects/Keywords:

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

APA (6th Edition):

Olsho, A. R. W. (2018). An Investigation of Introductory Student Understanding of Special Relativity in the Context of the Relativity of Simultaneity. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/40960

Chicago Manual of Style (16th Edition):

Olsho, Alexis Rebecca Werner. “An Investigation of Introductory Student Understanding of Special Relativity in the Context of the Relativity of Simultaneity.” 2018. Doctoral Dissertation, University of Washington. Accessed May 19, 2019. http://hdl.handle.net/1773/40960.

MLA Handbook (7th Edition):

Olsho, Alexis Rebecca Werner. “An Investigation of Introductory Student Understanding of Special Relativity in the Context of the Relativity of Simultaneity.” 2018. Web. 19 May 2019.

Vancouver:

Olsho ARW. An Investigation of Introductory Student Understanding of Special Relativity in the Context of the Relativity of Simultaneity. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2019 May 19]. Available from: http://hdl.handle.net/1773/40960.

Council of Science Editors:

Olsho ARW. An Investigation of Introductory Student Understanding of Special Relativity in the Context of the Relativity of Simultaneity. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/40960


University of Cape Town

9. Southey, Philip. "Concept" and "Context": Toward modelling understanding in Physics Education research.

Degree: Image, Physics, 2018, University of Cape Town

 "Context sensitivity" is a core issue in physics education research (PER). Why does student understanding of a concept depend so crucially on the context in… (more)

Subjects/Keywords: Tertiary Physics Education

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

APA (6th Edition):

Southey, P. (2018). "Concept" and "Context": Toward modelling understanding in Physics Education research. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/27857

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):

Southey, Philip. “"Concept" and "Context": Toward modelling understanding in Physics Education research.” 2018. Thesis, University of Cape Town. Accessed May 19, 2019. http://hdl.handle.net/11427/27857.

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

MLA Handbook (7th Edition):

Southey, Philip. “"Concept" and "Context": Toward modelling understanding in Physics Education research.” 2018. Web. 19 May 2019.

Vancouver:

Southey P. "Concept" and "Context": Toward modelling understanding in Physics Education research. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 May 19]. Available from: http://hdl.handle.net/11427/27857.

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

Council of Science Editors:

Southey P. "Concept" and "Context": Toward modelling understanding in Physics Education research. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/27857

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


University of Cape Town

10. Takane, Mpeli Alice. Context dependence of Physics students' responses to the term "radiation".

Degree: Image, Physics, 2014, University of Cape Town

 For the public to be able to participate meaningfully in debates regarding issues that are related to science and technology it is important that they… (more)

Subjects/Keywords: Tertiary physics education

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

APA (6th Edition):

Takane, M. A. (2014). Context dependence of Physics students' responses to the term "radiation". (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13299

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):

Takane, Mpeli Alice. “Context dependence of Physics students' responses to the term "radiation".” 2014. Thesis, University of Cape Town. Accessed May 19, 2019. http://hdl.handle.net/11427/13299.

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

MLA Handbook (7th Edition):

Takane, Mpeli Alice. “Context dependence of Physics students' responses to the term "radiation".” 2014. Web. 19 May 2019.

Vancouver:

Takane MA. Context dependence of Physics students' responses to the term "radiation". [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 May 19]. Available from: http://hdl.handle.net/11427/13299.

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

Council of Science Editors:

Takane MA. Context dependence of Physics students' responses to the term "radiation". [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/13299

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


Arizona State University

11. Neakrase, Jennifer Jean. Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers.

Degree: PhD, Curriculum and Instruction, 2010, Arizona State University

 Previous studies have shown that adequate content knowledge is a necessary, but not sufficient, requirement for affective teaching. While legislation requests teachers to be "highly… (more)

Subjects/Keywords: Science Education; Teacher Education; Physics

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APA (6th Edition):

Neakrase, J. J. (2010). Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8824

Chicago Manual of Style (16th Edition):

Neakrase, Jennifer Jean. “Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers.” 2010. Doctoral Dissertation, Arizona State University. Accessed May 19, 2019. http://repository.asu.edu/items/8824.

MLA Handbook (7th Edition):

Neakrase, Jennifer Jean. “Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers.” 2010. Web. 19 May 2019.

Vancouver:

Neakrase JJ. Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers. [Internet] [Doctoral dissertation]. Arizona State University; 2010. [cited 2019 May 19]. Available from: http://repository.asu.edu/items/8824.

Council of Science Editors:

Neakrase JJ. Nature or Nurture? A Characterization of the Knowledge and Practices of In- and Out-of-field Beginning Secondary Physics Teachers. [Doctoral Dissertation]. Arizona State University; 2010. Available from: http://repository.asu.edu/items/8824


SUNY College at Brockport

12. Hosey, Daniel M. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  The interactive-engagement techniques of Peer Instruction and context rich problems were implemented in a secondary physics classroom. The study took place during a three-week… (more)

Subjects/Keywords: physics; peer instruction; secondary education; Education; Physics; Secondary Education and Teaching

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

APA (6th Edition):

Hosey, D. M. (2008). Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/247

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):

Hosey, Daniel M. “Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.” 2008. Thesis, SUNY College at Brockport. Accessed May 19, 2019. https://digitalcommons.brockport.edu/ehd_theses/247.

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

MLA Handbook (7th Edition):

Hosey, Daniel M. “Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.” 2008. Web. 19 May 2019.

Vancouver:

Hosey DM. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 May 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/247.

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

Council of Science Editors:

Hosey DM. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/247

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

13. Lynch, Robert Bruce Rodes. The Quantitative and Qualitative Analysis of Cohorts' Early Enrollment in Physics| concurrent with enrollment in mathematics, biology and chemistry.

Degree: 2014, University of California, Davis

  Cohorts of 48 entering biological science majors was recruited in the fall of 2007 and again in 2008 and 2009 for the Interdisciplinary Science… (more)

Subjects/Keywords: Education, Policy; Physics, Theory

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

APA (6th Edition):

Lynch, R. B. R. (2014). The Quantitative and Qualitative Analysis of Cohorts' Early Enrollment in Physics| concurrent with enrollment in mathematics, biology and chemistry. (Thesis). University of California, Davis. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3646337

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):

Lynch, Robert Bruce Rodes. “The Quantitative and Qualitative Analysis of Cohorts' Early Enrollment in Physics| concurrent with enrollment in mathematics, biology and chemistry.” 2014. Thesis, University of California, Davis. Accessed May 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3646337.

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

MLA Handbook (7th Edition):

Lynch, Robert Bruce Rodes. “The Quantitative and Qualitative Analysis of Cohorts' Early Enrollment in Physics| concurrent with enrollment in mathematics, biology and chemistry.” 2014. Web. 19 May 2019.

Vancouver:

Lynch RBR. The Quantitative and Qualitative Analysis of Cohorts' Early Enrollment in Physics| concurrent with enrollment in mathematics, biology and chemistry. [Internet] [Thesis]. University of California, Davis; 2014. [cited 2019 May 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3646337.

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

Council of Science Editors:

Lynch RBR. The Quantitative and Qualitative Analysis of Cohorts' Early Enrollment in Physics| concurrent with enrollment in mathematics, biology and chemistry. [Thesis]. University of California, Davis; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3646337

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


The Ohio State University

14. De Kock, Walter Eugene. An analysis of student performance using a laboratory oriented high school physics program.

Degree: PhD, Graduate School, 1972, The Ohio State University

Subjects/Keywords: Education; Physics

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

APA (6th Edition):

De Kock, W. E. (1972). An analysis of student performance using a laboratory oriented high school physics program. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486738767580447

Chicago Manual of Style (16th Edition):

De Kock, Walter Eugene. “An analysis of student performance using a laboratory oriented high school physics program.” 1972. Doctoral Dissertation, The Ohio State University. Accessed May 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486738767580447.

MLA Handbook (7th Edition):

De Kock, Walter Eugene. “An analysis of student performance using a laboratory oriented high school physics program.” 1972. Web. 19 May 2019.

Vancouver:

De Kock WE. An analysis of student performance using a laboratory oriented high school physics program. [Internet] [Doctoral dissertation]. The Ohio State University; 1972. [cited 2019 May 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486738767580447.

Council of Science Editors:

De Kock WE. An analysis of student performance using a laboratory oriented high school physics program. [Doctoral Dissertation]. The Ohio State University; 1972. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486738767580447


The Ohio State University

15. May, David B. How are learning physics and student beliefs about learning physics connected? : measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning.

Degree: PhD, Graduate School, 2002, The Ohio State University

Subjects/Keywords: Education; Physics

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

APA (6th Edition):

May, D. B. (2002). How are learning physics and student beliefs about learning physics connected? : measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486463321623819

Chicago Manual of Style (16th Edition):

May, David B. “How are learning physics and student beliefs about learning physics connected? : measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning.” 2002. Doctoral Dissertation, The Ohio State University. Accessed May 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486463321623819.

MLA Handbook (7th Edition):

May, David B. “How are learning physics and student beliefs about learning physics connected? : measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning.” 2002. Web. 19 May 2019.

Vancouver:

May DB. How are learning physics and student beliefs about learning physics connected? : measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning. [Internet] [Doctoral dissertation]. The Ohio State University; 2002. [cited 2019 May 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486463321623819.

Council of Science Editors:

May DB. How are learning physics and student beliefs about learning physics connected? : measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning. [Doctoral Dissertation]. The Ohio State University; 2002. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486463321623819


The Ohio State University

16. Matthews, Jack Gibson. A study of the teaching process in the classroom of selected physics teachers.

Degree: PhD, Graduate School, 1968, The Ohio State University

Subjects/Keywords: Education; Physics

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

APA (6th Edition):

Matthews, J. G. (1968). A study of the teaching process in the classroom of selected physics teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486646311374502

Chicago Manual of Style (16th Edition):

Matthews, Jack Gibson. “A study of the teaching process in the classroom of selected physics teachers.” 1968. Doctoral Dissertation, The Ohio State University. Accessed May 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486646311374502.

MLA Handbook (7th Edition):

Matthews, Jack Gibson. “A study of the teaching process in the classroom of selected physics teachers.” 1968. Web. 19 May 2019.

Vancouver:

Matthews JG. A study of the teaching process in the classroom of selected physics teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 1968. [cited 2019 May 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486646311374502.

Council of Science Editors:

Matthews JG. A study of the teaching process in the classroom of selected physics teachers. [Doctoral Dissertation]. The Ohio State University; 1968. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486646311374502


University of Connecticut

17. Flunker, Joel Kent. Trumpet intonation pedagogy in the United States at the beginning of the twenty-first century.

Degree: 2010, University of Connecticut

  Although a wealth of pedagogical material exists for most aspects of trumpet performance, there is a comparatively small body of such material devoted to… (more)

Subjects/Keywords: Music; Education, Music; Physics, Acoustics

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

APA (6th Edition):

Flunker, J. K. (2010). Trumpet intonation pedagogy in the United States at the beginning of the twenty-first century. (Thesis). University of Connecticut. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3428898

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):

Flunker, Joel Kent. “Trumpet intonation pedagogy in the United States at the beginning of the twenty-first century.” 2010. Thesis, University of Connecticut. Accessed May 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3428898.

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

MLA Handbook (7th Edition):

Flunker, Joel Kent. “Trumpet intonation pedagogy in the United States at the beginning of the twenty-first century.” 2010. Web. 19 May 2019.

Vancouver:

Flunker JK. Trumpet intonation pedagogy in the United States at the beginning of the twenty-first century. [Internet] [Thesis]. University of Connecticut; 2010. [cited 2019 May 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3428898.

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

Council of Science Editors:

Flunker JK. Trumpet intonation pedagogy in the United States at the beginning of the twenty-first century. [Thesis]. University of Connecticut; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3428898

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


North Carolina State University

18. Gaffney, Jonathan David Housley. Possibilities| A framework for modeling students' deductive reasoning in physics.

Degree: 2010, North Carolina State University

  Students often make errors when trying to solve qualitative or conceptual physics problems, and while many successful instructional interventions have been generated to prevent… (more)

Subjects/Keywords: Physics, General; Education, Sciences

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

APA (6th Edition):

Gaffney, J. D. H. (2010). Possibilities| A framework for modeling students' deductive reasoning in physics. (Thesis). North Carolina State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3429719

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):

Gaffney, Jonathan David Housley. “Possibilities| A framework for modeling students' deductive reasoning in physics.” 2010. Thesis, North Carolina State University. Accessed May 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3429719.

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

MLA Handbook (7th Edition):

Gaffney, Jonathan David Housley. “Possibilities| A framework for modeling students' deductive reasoning in physics.” 2010. Web. 19 May 2019.

Vancouver:

Gaffney JDH. Possibilities| A framework for modeling students' deductive reasoning in physics. [Internet] [Thesis]. North Carolina State University; 2010. [cited 2019 May 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3429719.

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

Council of Science Editors:

Gaffney JDH. Possibilities| A framework for modeling students' deductive reasoning in physics. [Thesis]. North Carolina State University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3429719

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


George Mason University

19. Collins, Cheri D. Connecting science and the musical arts in teaching tone quality| Integrating Helmholtz motion and master violin teachers' pedagogies.

Degree: 2009, George Mason University

  Is it possible for students to achieve better tone quality from even their factory-made violins? All violins, regardless of cost, have a common capacity… (more)

Subjects/Keywords: Education, Music; Physics, Acoustics

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

APA (6th Edition):

Collins, C. D. (2009). Connecting science and the musical arts in teaching tone quality| Integrating Helmholtz motion and master violin teachers' pedagogies. (Thesis). George Mason University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3367052

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):

Collins, Cheri D. “Connecting science and the musical arts in teaching tone quality| Integrating Helmholtz motion and master violin teachers' pedagogies.” 2009. Thesis, George Mason University. Accessed May 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3367052.

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

MLA Handbook (7th Edition):

Collins, Cheri D. “Connecting science and the musical arts in teaching tone quality| Integrating Helmholtz motion and master violin teachers' pedagogies.” 2009. Web. 19 May 2019.

Vancouver:

Collins CD. Connecting science and the musical arts in teaching tone quality| Integrating Helmholtz motion and master violin teachers' pedagogies. [Internet] [Thesis]. George Mason University; 2009. [cited 2019 May 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3367052.

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

Council of Science Editors:

Collins CD. Connecting science and the musical arts in teaching tone quality| Integrating Helmholtz motion and master violin teachers' pedagogies. [Thesis]. George Mason University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3367052

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


University of Georgia

20. Patterson, Philip Edward. An investigation of the conceptual change process of beginning college level physics students studying newton's laws.

Degree: PhD, Science Education, 2006, University of Georgia

 Students who successfully undergo conceptual change utilize certain cognitive strategies to accomplish conceptual change. Conceptual change has two components: capture depending upon the intelligibility, plausibility,… (more)

Subjects/Keywords: Physics Education

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

APA (6th Edition):

Patterson, P. E. (2006). An investigation of the conceptual change process of beginning college level physics students studying newton's laws. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/patterson_philip_e_200605_phd

Chicago Manual of Style (16th Edition):

Patterson, Philip Edward. “An investigation of the conceptual change process of beginning college level physics students studying newton's laws.” 2006. Doctoral Dissertation, University of Georgia. Accessed May 19, 2019. http://purl.galileo.usg.edu/uga_etd/patterson_philip_e_200605_phd.

MLA Handbook (7th Edition):

Patterson, Philip Edward. “An investigation of the conceptual change process of beginning college level physics students studying newton's laws.” 2006. Web. 19 May 2019.

Vancouver:

Patterson PE. An investigation of the conceptual change process of beginning college level physics students studying newton's laws. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 May 19]. Available from: http://purl.galileo.usg.edu/uga_etd/patterson_philip_e_200605_phd.

Council of Science Editors:

Patterson PE. An investigation of the conceptual change process of beginning college level physics students studying newton's laws. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/patterson_philip_e_200605_phd


The Ohio State University

21. Harper, Kathleen Andre. Investigating the Development of Problem Solving Skills During a Freshman Physics Sequence.

Degree: PhD, Physics, 2001, The Ohio State University

 Problem solving research to this point has primarily focused on differences between expert and novice problem solvers. Only a few studies have made any effort… (more)

Subjects/Keywords: Physics; Education

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

APA (6th Edition):

Harper, K. A. (2001). Investigating the Development of Problem Solving Skills During a Freshman Physics Sequence. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1380547607

Chicago Manual of Style (16th Edition):

Harper, Kathleen Andre. “Investigating the Development of Problem Solving Skills During a Freshman Physics Sequence.” 2001. Doctoral Dissertation, The Ohio State University. Accessed May 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1380547607.

MLA Handbook (7th Edition):

Harper, Kathleen Andre. “Investigating the Development of Problem Solving Skills During a Freshman Physics Sequence.” 2001. Web. 19 May 2019.

Vancouver:

Harper KA. Investigating the Development of Problem Solving Skills During a Freshman Physics Sequence. [Internet] [Doctoral dissertation]. The Ohio State University; 2001. [cited 2019 May 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1380547607.

Council of Science Editors:

Harper KA. Investigating the Development of Problem Solving Skills During a Freshman Physics Sequence. [Doctoral Dissertation]. The Ohio State University; 2001. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1380547607


Georgia State University

22. Aiken, John M. Transforming High School Physics With Modeling And Computation.

Degree: MS, Physics and Astronomy, 2013, Georgia State University

  The Engage to Excel (PCAST) report, the National Research Council's Framework for K-12 Science Education, and the Next Generation Science Standards all call for… (more)

Subjects/Keywords: Computational Modeling; Physics; Education

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

APA (6th Edition):

Aiken, J. M. (2013). Transforming High School Physics With Modeling And Computation. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/phy_astr_theses/18

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):

Aiken, John M. “Transforming High School Physics With Modeling And Computation.” 2013. Thesis, Georgia State University. Accessed May 19, 2019. https://scholarworks.gsu.edu/phy_astr_theses/18.

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

MLA Handbook (7th Edition):

Aiken, John M. “Transforming High School Physics With Modeling And Computation.” 2013. Web. 19 May 2019.

Vancouver:

Aiken JM. Transforming High School Physics With Modeling And Computation. [Internet] [Thesis]. Georgia State University; 2013. [cited 2019 May 19]. Available from: https://scholarworks.gsu.edu/phy_astr_theses/18.

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

Council of Science Editors:

Aiken JM. Transforming High School Physics With Modeling And Computation. [Thesis]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/phy_astr_theses/18

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


Louisiana State University

23. Liner, Michael Shawn. Spatial ability and achievement in high school physics.

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

 This study investigates the relationship between a student’s spatial abilities and their success in high school physics. First, I investigate whether the success of students… (more)

Subjects/Keywords: physics; education; high school

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

APA (6th Edition):

Liner, M. S. (2012). Spatial ability and achievement in high school physics. (Masters Thesis). Louisiana State University. Retrieved from etd-07032012-131830 ; https://digitalcommons.lsu.edu/gradschool_theses/2754

Chicago Manual of Style (16th Edition):

Liner, Michael Shawn. “Spatial ability and achievement in high school physics.” 2012. Masters Thesis, Louisiana State University. Accessed May 19, 2019. etd-07032012-131830 ; https://digitalcommons.lsu.edu/gradschool_theses/2754.

MLA Handbook (7th Edition):

Liner, Michael Shawn. “Spatial ability and achievement in high school physics.” 2012. Web. 19 May 2019.

Vancouver:

Liner MS. Spatial ability and achievement in high school physics. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 May 19]. Available from: etd-07032012-131830 ; https://digitalcommons.lsu.edu/gradschool_theses/2754.

Council of Science Editors:

Liner MS. Spatial ability and achievement in high school physics. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07032012-131830 ; https://digitalcommons.lsu.edu/gradschool_theses/2754


University of Washington

24. Hazelton, Ryan Lowell Crites. Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses.

Degree: PhD, 2015, University of Washington

 This dissertation describes an investigation of student conceptual understanding of statics concepts in E&M, at the introductory and junior level. At the introductory level, this… (more)

Subjects/Keywords: Curriculum development; Electrostatics; Magnetostatics; Physics education; Physics education research; Student understanding; Physics; Science education; Education; physics

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

APA (6th Edition):

Hazelton, R. L. C. (2015). Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/34124

Chicago Manual of Style (16th Edition):

Hazelton, Ryan Lowell Crites. “Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses.” 2015. Doctoral Dissertation, University of Washington. Accessed May 19, 2019. http://hdl.handle.net/1773/34124.

MLA Handbook (7th Edition):

Hazelton, Ryan Lowell Crites. “Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses.” 2015. Web. 19 May 2019.

Vancouver:

Hazelton RLC. Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 May 19]. Available from: http://hdl.handle.net/1773/34124.

Council of Science Editors:

Hazelton RLC. Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/34124


University of Washington

25. Stephanik, Brian Michael. An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density.

Degree: PhD, 2015, University of Washington

 This dissertation describes the results of two related investigations into introductory student understanding of ideas from classical physics that are key elements of quantum mechanics.… (more)

Subjects/Keywords: physics education; physics education research; potential energy diagram; probability density; student understanding; Physics; Science education; Education; physics

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

APA (6th Edition):

Stephanik, B. M. (2015). An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/34133

Chicago Manual of Style (16th Edition):

Stephanik, Brian Michael. “An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density.” 2015. Doctoral Dissertation, University of Washington. Accessed May 19, 2019. http://hdl.handle.net/1773/34133.

MLA Handbook (7th Edition):

Stephanik, Brian Michael. “An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density.” 2015. Web. 19 May 2019.

Vancouver:

Stephanik BM. An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2019 May 19]. Available from: http://hdl.handle.net/1773/34133.

Council of Science Editors:

Stephanik BM. An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/34133


Wayne State University

26. Farhat, Hussein. Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization.

Degree: PhD, Physics and Astronomy, 2014, Wayne State University

  The large-angle-beamstrahlung is a very effective technique that can be used to monitor two crossing beams. Monitoring the beam helps in analyzing and studying… (more)

Subjects/Keywords: Higher Education and Teaching; Physics

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

APA (6th Edition):

Farhat, H. (2014). Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1047

Chicago Manual of Style (16th Edition):

Farhat, Hussein. “Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization.” 2014. Doctoral Dissertation, Wayne State University. Accessed May 19, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1047.

MLA Handbook (7th Edition):

Farhat, Hussein. “Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization.” 2014. Web. 19 May 2019.

Vancouver:

Farhat H. Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization. [Internet] [Doctoral dissertation]. Wayne State University; 2014. [cited 2019 May 19]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1047.

Council of Science Editors:

Farhat H. Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization. [Doctoral Dissertation]. Wayne State University; 2014. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1047

27. Doucette, Daniel Jacob. Kultūras robežšķērsošanas modeļa pielietošana fizikas apguvē .

Degree: 2017, University of Latvia

 Skolēni skolās cīnās ar fizikas mācīšanos. Katra zinātne, kura skolēniem ir jāmācās, ir atšķirīga, un katrai ir sava, bieži vien skolēniem nesaprotama kultūra. Šīs grūtības… (more)

Subjects/Keywords: Pedagoģija; physics; education; border; crossing

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APA (6th Edition):

Doucette, D. J. (2017). Kultūras robežšķērsošanas modeļa pielietošana fizikas apguvē . (Thesis). University of Latvia. Retrieved from https://dspace.lu.lv/dspace/handle/7/34853

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):

Doucette, Daniel Jacob. “Kultūras robežšķērsošanas modeļa pielietošana fizikas apguvē .” 2017. Thesis, University of Latvia. Accessed May 19, 2019. https://dspace.lu.lv/dspace/handle/7/34853.

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

MLA Handbook (7th Edition):

Doucette, Daniel Jacob. “Kultūras robežšķērsošanas modeļa pielietošana fizikas apguvē .” 2017. Web. 19 May 2019.

Vancouver:

Doucette DJ. Kultūras robežšķērsošanas modeļa pielietošana fizikas apguvē . [Internet] [Thesis]. University of Latvia; 2017. [cited 2019 May 19]. Available from: https://dspace.lu.lv/dspace/handle/7/34853.

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

Council of Science Editors:

Doucette DJ. Kultūras robežšķērsošanas modeļa pielietošana fizikas apguvē . [Thesis]. University of Latvia; 2017. Available from: https://dspace.lu.lv/dspace/handle/7/34853

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


Dublin City University

28. Smith, David. Enhancing student learning and conceptual understanding of electric circuits.

Degree: Center for the Advancement of Science Teaching and Learning (CASTeL); Dublin City University. School of Physical Sciences, 2010, Dublin City University

 Prior research has highlighted that students have many conceptual difficulties regarding electric circuits and that traditional teaching methods are not successful in overcoming these difficulties.… (more)

Subjects/Keywords: Physics education; Electronic circuits

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

APA (6th Edition):

Smith, D. (2010). Enhancing student learning and conceptual understanding of electric circuits. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/15036/

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, David. “Enhancing student learning and conceptual understanding of electric circuits.” 2010. Thesis, Dublin City University. Accessed May 19, 2019. http://doras.dcu.ie/15036/.

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

MLA Handbook (7th Edition):

Smith, David. “Enhancing student learning and conceptual understanding of electric circuits.” 2010. Web. 19 May 2019.

Vancouver:

Smith D. Enhancing student learning and conceptual understanding of electric circuits. [Internet] [Thesis]. Dublin City University; 2010. [cited 2019 May 19]. Available from: http://doras.dcu.ie/15036/.

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

Council of Science Editors:

Smith D. Enhancing student learning and conceptual understanding of electric circuits. [Thesis]. Dublin City University; 2010. Available from: http://doras.dcu.ie/15036/

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


Kansas State University

29. Wu, Xian. Influence of multimedia hints on conceptual physics problem solving and visual attention.

Degree: PhD, Department of Physics, 2016, Kansas State University

 Previous research has showed that visual cues can improve learners' problem solving performance on conceptual physics tasks. In this study we investigated the influence of… (more)

Subjects/Keywords: Science education; Physics; Multimedia communications

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

APA (6th Edition):

Wu, X. (2016). Influence of multimedia hints on conceptual physics problem solving and visual attention. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/32890

Chicago Manual of Style (16th Edition):

Wu, Xian. “Influence of multimedia hints on conceptual physics problem solving and visual attention.” 2016. Doctoral Dissertation, Kansas State University. Accessed May 19, 2019. http://hdl.handle.net/2097/32890.

MLA Handbook (7th Edition):

Wu, Xian. “Influence of multimedia hints on conceptual physics problem solving and visual attention.” 2016. Web. 19 May 2019.

Vancouver:

Wu X. Influence of multimedia hints on conceptual physics problem solving and visual attention. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2019 May 19]. Available from: http://hdl.handle.net/2097/32890.

Council of Science Editors:

Wu X. Influence of multimedia hints on conceptual physics problem solving and visual attention. [Doctoral Dissertation]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32890


University of Minnesota

30. Hovan, Scot Alan. Contributing to meaning making: facilitating discourse in the high school physics classroom.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 The Next Generation Science Standards (NGSS) identify eight practices as essential to science and engineering, and these practices include asking students to construct explanations, to… (more)

Subjects/Keywords: Discourse; Modeling; Physics education

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APA (6th Edition):

Hovan, S. A. (2014). Contributing to meaning making: facilitating discourse in the high school physics classroom. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163757

Chicago Manual of Style (16th Edition):

Hovan, Scot Alan. “Contributing to meaning making: facilitating discourse in the high school physics classroom.” 2014. Doctoral Dissertation, University of Minnesota. Accessed May 19, 2019. http://hdl.handle.net/11299/163757.

MLA Handbook (7th Edition):

Hovan, Scot Alan. “Contributing to meaning making: facilitating discourse in the high school physics classroom.” 2014. Web. 19 May 2019.

Vancouver:

Hovan SA. Contributing to meaning making: facilitating discourse in the high school physics classroom. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 May 19]. Available from: http://hdl.handle.net/11299/163757.

Council of Science Editors:

Hovan SA. Contributing to meaning making: facilitating discourse in the high school physics classroom. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163757

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