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You searched for subject:(scientific literacy). Showing records 1 – 30 of 177 total matches.

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University of Georgia

1. Dike, Joy Hartmann. A history of the concept of scientific literacy based in the intellectual discourse of the gilded age.

Degree: PhD, Science Education, 2010, University of Georgia

 Understanding and embracing scientific literacy is one of the grand challenges science educators face today, particularly as influential and guiding documents from the American Association… (more)

Subjects/Keywords: Scientific Literacy

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APA (6th Edition):

Dike, J. H. (2010). A history of the concept of scientific literacy based in the intellectual discourse of the gilded age. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dike_joy_h_201005_phd

Chicago Manual of Style (16th Edition):

Dike, Joy Hartmann. “A history of the concept of scientific literacy based in the intellectual discourse of the gilded age.” 2010. Doctoral Dissertation, University of Georgia. Accessed October 20, 2019. http://purl.galileo.usg.edu/uga_etd/dike_joy_h_201005_phd.

MLA Handbook (7th Edition):

Dike, Joy Hartmann. “A history of the concept of scientific literacy based in the intellectual discourse of the gilded age.” 2010. Web. 20 Oct 2019.

Vancouver:

Dike JH. A history of the concept of scientific literacy based in the intellectual discourse of the gilded age. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Oct 20]. Available from: http://purl.galileo.usg.edu/uga_etd/dike_joy_h_201005_phd.

Council of Science Editors:

Dike JH. A history of the concept of scientific literacy based in the intellectual discourse of the gilded age. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/dike_joy_h_201005_phd


University of Georgia

2. Kemp, Andrew Carl. Science educators' competing views on the goal of scientific literacy.

Degree: PhD, Science Education, 2002, University of Georgia

 This interpretive research study compares nine university science educators’ views on the goal of scientific literacy, the aim that currently predominates much of science education… (more)

Subjects/Keywords: Scientific literacy

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APA (6th Edition):

Kemp, A. C. (2002). Science educators' competing views on the goal of scientific literacy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kemp_andrew_c_200205_phd

Chicago Manual of Style (16th Edition):

Kemp, Andrew Carl. “Science educators' competing views on the goal of scientific literacy.” 2002. Doctoral Dissertation, University of Georgia. Accessed October 20, 2019. http://purl.galileo.usg.edu/uga_etd/kemp_andrew_c_200205_phd.

MLA Handbook (7th Edition):

Kemp, Andrew Carl. “Science educators' competing views on the goal of scientific literacy.” 2002. Web. 20 Oct 2019.

Vancouver:

Kemp AC. Science educators' competing views on the goal of scientific literacy. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2019 Oct 20]. Available from: http://purl.galileo.usg.edu/uga_etd/kemp_andrew_c_200205_phd.

Council of Science Editors:

Kemp AC. Science educators' competing views on the goal of scientific literacy. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/kemp_andrew_c_200205_phd


University of Illinois – Urbana-Champaign

3. Silliman, Christina Ann. Scientific literacy: a multi-disciplinary explication and empirical study of the conceptions of science graduate students.

Degree: MA, Curriculum and Instruction, 2017, University of Illinois – Urbana-Champaign

 In the literature there are myriad definitions and conceptions of what it means to be scientifically literate (SL), resulting in an amalgam of prescriptions, aims,… (more)

Subjects/Keywords: Scientific literacy; Science education

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APA (6th Edition):

Silliman, C. A. (2017). Scientific literacy: a multi-disciplinary explication and empirical study of the conceptions of science graduate students. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97335

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):

Silliman, Christina Ann. “Scientific literacy: a multi-disciplinary explication and empirical study of the conceptions of science graduate students.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed October 20, 2019. http://hdl.handle.net/2142/97335.

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

MLA Handbook (7th Edition):

Silliman, Christina Ann. “Scientific literacy: a multi-disciplinary explication and empirical study of the conceptions of science graduate students.” 2017. Web. 20 Oct 2019.

Vancouver:

Silliman CA. Scientific literacy: a multi-disciplinary explication and empirical study of the conceptions of science graduate students. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2142/97335.

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

Council of Science Editors:

Silliman CA. Scientific literacy: a multi-disciplinary explication and empirical study of the conceptions of science graduate students. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97335

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


Brigham Young University

4. Oswald, Hailey A. A Content Analysis of Scientific Practices in a Fourth-Grade Commercial Literacy Program.

Degree: MA, 2019, Brigham Young University

 Increasing science literacy among all students is a longstanding goal of science education. The most recent national attempt to improve science education, and thereby increase… (more)

Subjects/Keywords: scientific literacy; scientific practices; literacy education; curriculum integration

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APA (6th Edition):

Oswald, H. A. (2019). A Content Analysis of Scientific Practices in a Fourth-Grade Commercial Literacy Program. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8410&context=etd

Chicago Manual of Style (16th Edition):

Oswald, Hailey A. “A Content Analysis of Scientific Practices in a Fourth-Grade Commercial Literacy Program.” 2019. Masters Thesis, Brigham Young University. Accessed October 20, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8410&context=etd.

MLA Handbook (7th Edition):

Oswald, Hailey A. “A Content Analysis of Scientific Practices in a Fourth-Grade Commercial Literacy Program.” 2019. Web. 20 Oct 2019.

Vancouver:

Oswald HA. A Content Analysis of Scientific Practices in a Fourth-Grade Commercial Literacy Program. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2019 Oct 20]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8410&context=etd.

Council of Science Editors:

Oswald HA. A Content Analysis of Scientific Practices in a Fourth-Grade Commercial Literacy Program. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8410&context=etd


California State University – Sacramento

5. Grady, Michael Kerry Joseph. Development of scientific literacy by incorporating directed activities related to text in a college-level conceptual chemistry course.

Degree: MS, Chemistry (Biochemistry, 2010, California State University – Sacramento

 The ability to actively and effectively read and write science text is essential to learning science and to becoming fundamentally scientifically literate. Yet most students… (more)

Subjects/Keywords: Scientific literacy; Classroom exercises; Scholastic science reading

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APA (6th Edition):

Grady, M. K. J. (2010). Development of scientific literacy by incorporating directed activities related to text in a college-level conceptual chemistry course. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/771

Chicago Manual of Style (16th Edition):

Grady, Michael Kerry Joseph. “Development of scientific literacy by incorporating directed activities related to text in a college-level conceptual chemistry course.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 20, 2019. http://hdl.handle.net/10211.9/771.

MLA Handbook (7th Edition):

Grady, Michael Kerry Joseph. “Development of scientific literacy by incorporating directed activities related to text in a college-level conceptual chemistry course.” 2010. Web. 20 Oct 2019.

Vancouver:

Grady MKJ. Development of scientific literacy by incorporating directed activities related to text in a college-level conceptual chemistry course. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.9/771.

Council of Science Editors:

Grady MKJ. Development of scientific literacy by incorporating directed activities related to text in a college-level conceptual chemistry course. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/771


Technical University of Lisbon

6. Oliveira, Nuno Filipe Santos. Laboratório de Paisagem: metodologia aplicada ao ensino da Arquitectura Paisagista. Caso de estudo: Terra da Mata de Baixo, Tapada da Ajuda, Lisboa, Portugal.

Degree: 2013, Technical University of Lisbon

Mestrado em Arquitectura Paisagista - Instituto Superior de Agronomia

The experience of seven years of work as landscape architect is the starting point to dedicate… (more)

Subjects/Keywords: landscape; laboratory; education; scientific literacy; experimentation

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APA (6th Edition):

Oliveira, N. F. S. (2013). Laboratório de Paisagem: metodologia aplicada ao ensino da Arquitectura Paisagista. Caso de estudo: Terra da Mata de Baixo, Tapada da Ajuda, Lisboa, Portugal. (Thesis). Technical University of Lisbon. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/5659

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):

Oliveira, Nuno Filipe Santos. “Laboratório de Paisagem: metodologia aplicada ao ensino da Arquitectura Paisagista. Caso de estudo: Terra da Mata de Baixo, Tapada da Ajuda, Lisboa, Portugal.” 2013. Thesis, Technical University of Lisbon. Accessed October 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/5659.

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

MLA Handbook (7th Edition):

Oliveira, Nuno Filipe Santos. “Laboratório de Paisagem: metodologia aplicada ao ensino da Arquitectura Paisagista. Caso de estudo: Terra da Mata de Baixo, Tapada da Ajuda, Lisboa, Portugal.” 2013. Web. 20 Oct 2019.

Vancouver:

Oliveira NFS. Laboratório de Paisagem: metodologia aplicada ao ensino da Arquitectura Paisagista. Caso de estudo: Terra da Mata de Baixo, Tapada da Ajuda, Lisboa, Portugal. [Internet] [Thesis]. Technical University of Lisbon; 2013. [cited 2019 Oct 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/5659.

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

Council of Science Editors:

Oliveira NFS. Laboratório de Paisagem: metodologia aplicada ao ensino da Arquitectura Paisagista. Caso de estudo: Terra da Mata de Baixo, Tapada da Ajuda, Lisboa, Portugal. [Thesis]. Technical University of Lisbon; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/5659

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


University of Alberta

7. Heinsen, Leslie D. SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY.

Degree: MEd, Department of Secondary Education, 2016, University of Alberta

Scientific literacy is an important goal of science education but one that has been difficult to define. The definition of scientific literacy has changed over… (more)

Subjects/Keywords: scientific literacy; secondary education; science education; secondary teachers; literacy in science

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APA (6th Edition):

Heinsen, L. D. (2016). SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cpc289j26p

Chicago Manual of Style (16th Edition):

Heinsen, Leslie D. “SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY.” 2016. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/cpc289j26p.

MLA Handbook (7th Edition):

Heinsen, Leslie D. “SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY.” 2016. Web. 20 Oct 2019.

Vancouver:

Heinsen LD. SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/cpc289j26p.

Council of Science Editors:

Heinsen LD. SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC LITERACY. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cpc289j26p

8. Tezgören, Işıl. Sekizinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi .

Degree: ESOGÜ, Eğitim Fakültesi, İlköğrertim, 2015, Eskisehir Osmangazi University

 Amaç: Bilginin ve teknolojinin her geçen gün kendini yenilediği ve günümüz sınırlarını zorladığı küreselleşen dünyamızda, problem çözme becerisinin gelişmesini sağlayacak eğitim sistemlerine de ihtiyaç duyulmaktadır.… (more)

Subjects/Keywords: Okuryazarlık; Bilimsel Okuryazarlık; Problem Çözme; Literacy; Scientific Literacy; Problem Solving

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APA (6th Edition):

Tezgören, I. (2015). Sekizinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/362

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):

Tezgören, Işıl. “Sekizinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi .” 2015. Thesis, Eskisehir Osmangazi University. Accessed October 20, 2019. http://hdl.handle.net/11684/362.

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

MLA Handbook (7th Edition):

Tezgören, Işıl. “Sekizinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi .” 2015. Web. 20 Oct 2019.

Vancouver:

Tezgören I. Sekizinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi . [Internet] [Thesis]. Eskisehir Osmangazi University; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/11684/362.

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

Council of Science Editors:

Tezgören I. Sekizinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi . [Thesis]. Eskisehir Osmangazi University; 2015. Available from: http://hdl.handle.net/11684/362

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


University of South Carolina

9. Finneran, Myra L. Improving Scientific Literacy through Reading Strategies: An Action Research Study.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  The purpose of this quantitative action research study is to examine a Scientific Reading Intervention Model (SRIM) with students enrolled in Honors Chemistry at… (more)

Subjects/Keywords: Curriculum and Instruction; Education; constructivism; disciplinary literacy; multimodal text; scientific literacy

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APA (6th Edition):

Finneran, M. L. (2017). Improving Scientific Literacy through Reading Strategies: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4346

Chicago Manual of Style (16th Edition):

Finneran, Myra L. “Improving Scientific Literacy through Reading Strategies: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed October 20, 2019. https://scholarcommons.sc.edu/etd/4346.

MLA Handbook (7th Edition):

Finneran, Myra L. “Improving Scientific Literacy through Reading Strategies: An Action Research Study.” 2017. Web. 20 Oct 2019.

Vancouver:

Finneran ML. Improving Scientific Literacy through Reading Strategies: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Oct 20]. Available from: https://scholarcommons.sc.edu/etd/4346.

Council of Science Editors:

Finneran ML. Improving Scientific Literacy through Reading Strategies: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4346


Stockholm University

10. Lindh, Kristoffer. Elevers möte med det naturvetenskapliga arbetssättet.

Degree: Mathematics and Science Education, 2011, Stockholm University

  Syftet med denna studie är att undersöka hur elever samtalar när de möter en uppgift som syftar till att öva deras förmåga att använda… (more)

Subjects/Keywords: Science writing heuristics; scientific inquiry; scientific literacy.; grundskolan; naturvetenskap; naturvetenskapligt arbetssätt; praktisk epistemologisk analys.

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APA (6th Edition):

Lindh, K. (2011). Elevers möte med det naturvetenskapliga arbetssättet. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54501

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):

Lindh, Kristoffer. “Elevers möte med det naturvetenskapliga arbetssättet.” 2011. Thesis, Stockholm University. Accessed October 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54501.

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

MLA Handbook (7th Edition):

Lindh, Kristoffer. “Elevers möte med det naturvetenskapliga arbetssättet.” 2011. Web. 20 Oct 2019.

Vancouver:

Lindh K. Elevers möte med det naturvetenskapliga arbetssättet. [Internet] [Thesis]. Stockholm University; 2011. [cited 2019 Oct 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54501.

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

Council of Science Editors:

Lindh K. Elevers möte med det naturvetenskapliga arbetssättet. [Thesis]. Stockholm University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54501

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

11. Almeida, Sara Raquel Vaz Correia de. Avaliação da literacia científica da população residente nas freguesias urbanas da cidade Évora sobre a flora autóctone: uma abordagem com vista ao Museu Virtual da Biodiversidade (MVBIO).

Degree: 2017, Universidade de Évora

 Este estudo tem como objectivo avaliar os conhecimentos da população residente na cidade de Évora sobre a biodiversidade urbana, nomeadamente, a flora autóctone. Recolheram-se os… (more)

Subjects/Keywords: Biodiversidade; Comunicação científica; Educação científica; Literacia científica; Conservação; Biodiversity; Scientific communication; Scientific education; Scientific literacy; Conservation

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APA (6th Edition):

Almeida, S. R. V. C. d. (2017). Avaliação da literacia científica da população residente nas freguesias urbanas da cidade Évora sobre a flora autóctone: uma abordagem com vista ao Museu Virtual da Biodiversidade (MVBIO). (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21238

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):

Almeida, Sara Raquel Vaz Correia de. “Avaliação da literacia científica da população residente nas freguesias urbanas da cidade Évora sobre a flora autóctone: uma abordagem com vista ao Museu Virtual da Biodiversidade (MVBIO).” 2017. Thesis, Universidade de Évora. Accessed October 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21238.

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

MLA Handbook (7th Edition):

Almeida, Sara Raquel Vaz Correia de. “Avaliação da literacia científica da população residente nas freguesias urbanas da cidade Évora sobre a flora autóctone: uma abordagem com vista ao Museu Virtual da Biodiversidade (MVBIO).” 2017. Web. 20 Oct 2019.

Vancouver:

Almeida SRVCd. Avaliação da literacia científica da população residente nas freguesias urbanas da cidade Évora sobre a flora autóctone: uma abordagem com vista ao Museu Virtual da Biodiversidade (MVBIO). [Internet] [Thesis]. Universidade de Évora; 2017. [cited 2019 Oct 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21238.

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

Council of Science Editors:

Almeida SRVCd. Avaliação da literacia científica da população residente nas freguesias urbanas da cidade Évora sobre a flora autóctone: uma abordagem com vista ao Museu Virtual da Biodiversidade (MVBIO). [Thesis]. Universidade de Évora; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21238

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

12. Nikam. Prajakta Shantaram. Development of teaching strategies for enhancing scientific literacy and scientific process skills among student teachers;.

Degree: 2015, Shivaji University

newline

t16764 / 916

Advisors/Committee Members: Sapre, N. R..

Subjects/Keywords: Education; Literacy; Scientific Literacy; Teaching strategies

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APA (6th Edition):

Shantaram, N. P. (2015). Development of teaching strategies for enhancing scientific literacy and scientific process skills among student teachers;. (Thesis). Shivaji University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/50688

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):

Shantaram, Nikam. Prajakta. “Development of teaching strategies for enhancing scientific literacy and scientific process skills among student teachers;.” 2015. Thesis, Shivaji University. Accessed October 20, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/50688.

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

MLA Handbook (7th Edition):

Shantaram, Nikam. Prajakta. “Development of teaching strategies for enhancing scientific literacy and scientific process skills among student teachers;.” 2015. Web. 20 Oct 2019.

Vancouver:

Shantaram NP. Development of teaching strategies for enhancing scientific literacy and scientific process skills among student teachers;. [Internet] [Thesis]. Shivaji University; 2015. [cited 2019 Oct 20]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/50688.

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

Council of Science Editors:

Shantaram NP. Development of teaching strategies for enhancing scientific literacy and scientific process skills among student teachers;. [Thesis]. Shivaji University; 2015. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/50688

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

13. Azevedo, Renato Chaves. Análise de argumentos sobre adaptações.

Degree: Mestrado, Ensino de Biologia, 2013, University of São Paulo

Este trabalho investiga o ensino de evolução a partir do referencial teórico da alfabetização científica e da argumentação e tem como objetivo caracterizar argumentos escritos… (more)

Subjects/Keywords: Alfabetização científica; Argumentação; Argumentation; Ensino de evolução; Evolution teaching; Scientific literacy

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APA (6th Edition):

Azevedo, R. C. (2013). Análise de argumentos sobre adaptações. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-152316/ ;

Chicago Manual of Style (16th Edition):

Azevedo, Renato Chaves. “Análise de argumentos sobre adaptações.” 2013. Masters Thesis, University of São Paulo. Accessed October 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-152316/ ;.

MLA Handbook (7th Edition):

Azevedo, Renato Chaves. “Análise de argumentos sobre adaptações.” 2013. Web. 20 Oct 2019.

Vancouver:

Azevedo RC. Análise de argumentos sobre adaptações. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2019 Oct 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-152316/ ;.

Council of Science Editors:

Azevedo RC. Análise de argumentos sobre adaptações. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-152316/ ;

14. Cantrell, Scott. Public understanding of science in America.

Degree: M.P.P.A., Public Policy and Administration, 2012, California State University – Sacramento

 The United States is losing its global dominance in the fields of science and engineering largely because of underinvestment in research and development and the… (more)

Subjects/Keywords: Scientific; Literacy; Regression

…an entire field of study focused on scientific literacy and its implications for public… …Scientific literacy generally refers to the public’s factual knowledge of science and the… …literacy requires one to have a basic understanding of the vocabulary used to describe scientific… …scientific knowledge and understanding “civic scientific literacy.” 1 The term public… …these terms interchangeably in the thesis. 2 Civic scientific literacy is essential in… 

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APA (6th Edition):

Cantrell, S. (2012). Public understanding of science in America. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1737

Chicago Manual of Style (16th Edition):

Cantrell, Scott. “Public understanding of science in America.” 2012. Masters Thesis, California State University – Sacramento. Accessed October 20, 2019. http://hdl.handle.net/10211.9/1737.

MLA Handbook (7th Edition):

Cantrell, Scott. “Public understanding of science in America.” 2012. Web. 20 Oct 2019.

Vancouver:

Cantrell S. Public understanding of science in America. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10211.9/1737.

Council of Science Editors:

Cantrell S. Public understanding of science in America. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1737


Universiteit Utrecht

15. Nuijten, J.J.M. Statistical Literacy: Reasoning patterns in the concrete case of genetic testing.

Degree: 2016, Universiteit Utrecht

 Various situations in everyday life require risk-assessments, in which probability, uncertainty and chance phenomena play important roles. Although aspects of statistics and risk are being… (more)

Subjects/Keywords: Statistical literacy; Socio-scientific issue; genetic testing; Think aloud protocol; Vignettes

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APA (6th Edition):

Nuijten, J. J. M. (2016). Statistical Literacy: Reasoning patterns in the concrete case of genetic testing. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/328816

Chicago Manual of Style (16th Edition):

Nuijten, J J M. “Statistical Literacy: Reasoning patterns in the concrete case of genetic testing.” 2016. Masters Thesis, Universiteit Utrecht. Accessed October 20, 2019. http://dspace.library.uu.nl:8080/handle/1874/328816.

MLA Handbook (7th Edition):

Nuijten, J J M. “Statistical Literacy: Reasoning patterns in the concrete case of genetic testing.” 2016. Web. 20 Oct 2019.

Vancouver:

Nuijten JJM. Statistical Literacy: Reasoning patterns in the concrete case of genetic testing. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Oct 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/328816.

Council of Science Editors:

Nuijten JJM. Statistical Literacy: Reasoning patterns in the concrete case of genetic testing. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/328816


Brunel University

16. Naugah, Jayantee. Factors affecting the choice of science subjects among girls at secondary level in Mauritius.

Degree: PhD, 2011, Brunel University

 This research attempts to identify the factors which influence the choice of science subjects in Mauritius among girls at the end of the third year… (more)

Subjects/Keywords: 373.182352; Gender; Pedagogical clash; Self-identities; Socio-cultural; Scientific literacy

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APA (6th Edition):

Naugah, J. (2011). Factors affecting the choice of science subjects among girls at secondary level in Mauritius. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/6450 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555674

Chicago Manual of Style (16th Edition):

Naugah, Jayantee. “Factors affecting the choice of science subjects among girls at secondary level in Mauritius.” 2011. Doctoral Dissertation, Brunel University. Accessed October 20, 2019. http://bura.brunel.ac.uk/handle/2438/6450 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555674.

MLA Handbook (7th Edition):

Naugah, Jayantee. “Factors affecting the choice of science subjects among girls at secondary level in Mauritius.” 2011. Web. 20 Oct 2019.

Vancouver:

Naugah J. Factors affecting the choice of science subjects among girls at secondary level in Mauritius. [Internet] [Doctoral dissertation]. Brunel University; 2011. [cited 2019 Oct 20]. Available from: http://bura.brunel.ac.uk/handle/2438/6450 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555674.

Council of Science Editors:

Naugah J. Factors affecting the choice of science subjects among girls at secondary level in Mauritius. [Doctoral Dissertation]. Brunel University; 2011. Available from: http://bura.brunel.ac.uk/handle/2438/6450 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555674


University of Victoria

17. Huang, Chiung-I. A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics.

Degree: Dept. of Educational Psychology and Leadership Studies, 2010, University of Victoria

 This study investigates the effects of student sex, student’s interest in learning science and school characteristics – school type and school size- on 15-year-old scientific(more)

Subjects/Keywords: Scientific literacy; Sex difference; Students' interest; School size; School type; HLM

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APA (6th Edition):

Huang, C. (2010). A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3014

Chicago Manual of Style (16th Edition):

Huang, Chiung-I. “A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics.” 2010. Masters Thesis, University of Victoria. Accessed October 20, 2019. http://hdl.handle.net/1828/3014.

MLA Handbook (7th Edition):

Huang, Chiung-I. “A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics.” 2010. Web. 20 Oct 2019.

Vancouver:

Huang C. A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics. [Internet] [Masters thesis]. University of Victoria; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1828/3014.

Council of Science Editors:

Huang C. A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics. [Masters Thesis]. University of Victoria; 2010. Available from: http://hdl.handle.net/1828/3014


Curtin University of Technology

18. Thompson, Marilyn Joy. Literacy challenges faced by students using scientific texts .

Degree: 2011, Curtin University of Technology

 Student perceptions of science text impact on their ability to read and understand; highly developed literacy skills are needed to understand the complex language, and… (more)

Subjects/Keywords: non-fiction text; students; scientific texts; literacy challenges; science education

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APA (6th Edition):

Thompson, M. J. (2011). Literacy challenges faced by students using scientific texts . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/142

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):

Thompson, Marilyn Joy. “Literacy challenges faced by students using scientific texts .” 2011. Thesis, Curtin University of Technology. Accessed October 20, 2019. http://hdl.handle.net/20.500.11937/142.

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

MLA Handbook (7th Edition):

Thompson, Marilyn Joy. “Literacy challenges faced by students using scientific texts .” 2011. Web. 20 Oct 2019.

Vancouver:

Thompson MJ. Literacy challenges faced by students using scientific texts . [Internet] [Thesis]. Curtin University of Technology; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/20.500.11937/142.

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

Council of Science Editors:

Thompson MJ. Literacy challenges faced by students using scientific texts . [Thesis]. Curtin University of Technology; 2011. Available from: http://hdl.handle.net/20.500.11937/142

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


Linköping University

19. Moberg, Maria. Förnybar energi i läroböcker : en granskning av utvalda läroböcker inom Fysik i grundskolans senare år samt Naturkunskap A i gymnasiet.

Degree: Behavioural Sciences and Learning, 2011, Linköping University

  När Energimyndigheten 2008 frågade ungdomar om förnybar energi kunde 40 % av de tillfrågade inte namnge en enda förnybar energikälla. Användandet av förnybar energi… (more)

Subjects/Keywords: Läroböcker; förnybar energi; hållbar utveckling; scientific literacy; NATURAL SCIENCES; NATURVETENSKAP

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APA (6th Edition):

Moberg, M. (2011). Förnybar energi i läroböcker : en granskning av utvalda läroböcker inom Fysik i grundskolans senare år samt Naturkunskap A i gymnasiet. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-64686

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):

Moberg, Maria. “Förnybar energi i läroböcker : en granskning av utvalda läroböcker inom Fysik i grundskolans senare år samt Naturkunskap A i gymnasiet.” 2011. Thesis, Linköping University. Accessed October 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-64686.

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

MLA Handbook (7th Edition):

Moberg, Maria. “Förnybar energi i läroböcker : en granskning av utvalda läroböcker inom Fysik i grundskolans senare år samt Naturkunskap A i gymnasiet.” 2011. Web. 20 Oct 2019.

Vancouver:

Moberg M. Förnybar energi i läroböcker : en granskning av utvalda läroböcker inom Fysik i grundskolans senare år samt Naturkunskap A i gymnasiet. [Internet] [Thesis]. Linköping University; 2011. [cited 2019 Oct 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-64686.

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

Council of Science Editors:

Moberg M. Förnybar energi i läroböcker : en granskning av utvalda läroböcker inom Fysik i grundskolans senare år samt Naturkunskap A i gymnasiet. [Thesis]. Linköping University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-64686

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


University of Toronto

20. Lawson, Ainsley Caroline. Digital Labcoat: An Active Learning Tool for Teaching the Scientific Method in the Social Sciences.

Degree: 2014, University of Toronto

Active learning methods have established themselves as the "gold standard" of teaching, and are recommended as part of good teaching practice. In high-enrollment university courses,… (more)

Subjects/Keywords: Digital Labcoat; eLearning; online learning; scientific literacy; 0525

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APA (6th Edition):

Lawson, A. C. (2014). Digital Labcoat: An Active Learning Tool for Teaching the Scientific Method in the Social Sciences. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/71459

Chicago Manual of Style (16th Edition):

Lawson, Ainsley Caroline. “Digital Labcoat: An Active Learning Tool for Teaching the Scientific Method in the Social Sciences.” 2014. Masters Thesis, University of Toronto. Accessed October 20, 2019. http://hdl.handle.net/1807/71459.

MLA Handbook (7th Edition):

Lawson, Ainsley Caroline. “Digital Labcoat: An Active Learning Tool for Teaching the Scientific Method in the Social Sciences.” 2014. Web. 20 Oct 2019.

Vancouver:

Lawson AC. Digital Labcoat: An Active Learning Tool for Teaching the Scientific Method in the Social Sciences. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1807/71459.

Council of Science Editors:

Lawson AC. Digital Labcoat: An Active Learning Tool for Teaching the Scientific Method in the Social Sciences. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/71459

21. Biasoto, José Eduardo. O pensamento em ação dos alunos na resolução de um problema experimental de física.

Degree: Mestrado, Ensino de Física, 2010, University of São Paulo

Na nossa pesquisa, procuramos analisar uma atividade didática experimental, na qual os alunos receberam alguns materiais e com eles, deveriam elaborar uma situação experimental e… (more)

Subjects/Keywords: Alfabetização científica; Atividades experimentais; Enculturação científica; Experimental activities; Laboratório aberto; Open laboratory; Scientific enculturation; Scientific literacy

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APA (6th Edition):

Biasoto, J. E. (2010). O pensamento em ação dos alunos na resolução de um problema experimental de física. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81131/tde-22022011-111935/ ;

Chicago Manual of Style (16th Edition):

Biasoto, José Eduardo. “O pensamento em ação dos alunos na resolução de um problema experimental de física.” 2010. Masters Thesis, University of São Paulo. Accessed October 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-22022011-111935/ ;.

MLA Handbook (7th Edition):

Biasoto, José Eduardo. “O pensamento em ação dos alunos na resolução de um problema experimental de física.” 2010. Web. 20 Oct 2019.

Vancouver:

Biasoto JE. O pensamento em ação dos alunos na resolução de um problema experimental de física. [Internet] [Masters thesis]. University of São Paulo; 2010. [cited 2019 Oct 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-22022011-111935/ ;.

Council of Science Editors:

Biasoto JE. O pensamento em ação dos alunos na resolução de um problema experimental de física. [Masters Thesis]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-22022011-111935/ ;


SUNY College at Brockport

22. Thresh, Lauren C. Adapted Primary Literature (APL): An Effective Authentic Text Option for the Science Classroom.

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

  The intention of this literature review is to advocate for the incorporation of Adapted Primary Literature (APL) into secondary science classroom instruction in order… (more)

Subjects/Keywords: adapted primary literature; science; scientific literacy; authenticity; primary scientific literature; authentic text; adolescent classroom; Education; Life Sciences; Physical Sciences and Mathematics

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APA (6th Edition):

Thresh, L. C. (2016). Adapted Primary Literature (APL): An Effective Authentic Text Option for the Science Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/690

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):

Thresh, Lauren C. “Adapted Primary Literature (APL): An Effective Authentic Text Option for the Science Classroom.” 2016. Thesis, SUNY College at Brockport. Accessed October 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/690.

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

MLA Handbook (7th Edition):

Thresh, Lauren C. “Adapted Primary Literature (APL): An Effective Authentic Text Option for the Science Classroom.” 2016. Web. 20 Oct 2019.

Vancouver:

Thresh LC. Adapted Primary Literature (APL): An Effective Authentic Text Option for the Science Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Oct 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/690.

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

Council of Science Editors:

Thresh LC. Adapted Primary Literature (APL): An Effective Authentic Text Option for the Science Classroom. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/690

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


Colorado State University

23. Pitot, Lisa Noel. Determining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy.

Degree: PhD, Education, 2007, Colorado State University

 Science education reform efforts have highlighted the need for a scientifically literate citizen, capable of using their scientific knowledge and skills for reasoning, argumentation, and… (more)

Subjects/Keywords: assessment development; scientific literacy; scientific argumentation; science teaching

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APA (6th Edition):

Pitot, L. N. (2007). Determining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/82631

Chicago Manual of Style (16th Edition):

Pitot, Lisa Noel. “Determining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy.” 2007. Doctoral Dissertation, Colorado State University. Accessed October 20, 2019. http://hdl.handle.net/10217/82631.

MLA Handbook (7th Edition):

Pitot, Lisa Noel. “Determining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy.” 2007. Web. 20 Oct 2019.

Vancouver:

Pitot LN. Determining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy. [Internet] [Doctoral dissertation]. Colorado State University; 2007. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10217/82631.

Council of Science Editors:

Pitot LN. Determining the alignment between what teachers are expected to teach, what they know, and how they assess scientific literacy. [Doctoral Dissertation]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/82631


Universidade do Minho

24. Tavares, Maria da Graça da Costa. Literacia científica sobre sismos: um estudo com alunos açorianos no final do 1.º CEB e respetivos pais .

Degree: 2018, Universidade do Minho

 Em Portugal, nos últimos anos, a promoção da literacia científica passou a assumir o estatuto de principal finalidade da educação em ciência. O sismo é… (more)

Subjects/Keywords: Literacia científica; Literacia sobre sismos; Medidas de autoproteção; 1.º CEB; Scientific literacy; Earthquake literacy; Self-protection measures; 1st CEB

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APA (6th Edition):

Tavares, M. d. G. d. C. (2018). Literacia científica sobre sismos: um estudo com alunos açorianos no final do 1.º CEB e respetivos pais . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/59080

Chicago Manual of Style (16th Edition):

Tavares, Maria da Graça da Costa. “Literacia científica sobre sismos: um estudo com alunos açorianos no final do 1.º CEB e respetivos pais .” 2018. Masters Thesis, Universidade do Minho. Accessed October 20, 2019. http://hdl.handle.net/1822/59080.

MLA Handbook (7th Edition):

Tavares, Maria da Graça da Costa. “Literacia científica sobre sismos: um estudo com alunos açorianos no final do 1.º CEB e respetivos pais .” 2018. Web. 20 Oct 2019.

Vancouver:

Tavares MdGdC. Literacia científica sobre sismos: um estudo com alunos açorianos no final do 1.º CEB e respetivos pais . [Internet] [Masters thesis]. Universidade do Minho; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1822/59080.

Council of Science Editors:

Tavares MdGdC. Literacia científica sobre sismos: um estudo com alunos açorianos no final do 1.º CEB e respetivos pais . [Masters Thesis]. Universidade do Minho; 2018. Available from: http://hdl.handle.net/1822/59080


Malmö University

25. Lundström, Mats. Decision-making in health issues: Teenagers' use of science and other discourses .

Degree: Malmö University. Natural Science, Mathematics and Society (NMS), 2011, Malmö University

 The purpose of this thesis is to develop knowledge about young individuals’ reasoning and how they justify their standpoints concerning trustworthiness and decision-making in issues… (more)

Subjects/Keywords: discourse; epistemological resources; health literacy; identity construction; interpretative repertoire; pseudoscience; science; scientific literacy; trustworthiness; video diary

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APA (6th Edition):

Lundström, M. (2011). Decision-making in health issues: Teenagers' use of science and other discourses . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/12460

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):

Lundström, Mats. “Decision-making in health issues: Teenagers' use of science and other discourses .” 2011. Thesis, Malmö University. Accessed October 20, 2019. http://hdl.handle.net/2043/12460.

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

MLA Handbook (7th Edition):

Lundström, Mats. “Decision-making in health issues: Teenagers' use of science and other discourses .” 2011. Web. 20 Oct 2019.

Vancouver:

Lundström M. Decision-making in health issues: Teenagers' use of science and other discourses . [Internet] [Thesis]. Malmö University; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2043/12460.

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

Council of Science Editors:

Lundström M. Decision-making in health issues: Teenagers' use of science and other discourses . [Thesis]. Malmö University; 2011. Available from: http://hdl.handle.net/2043/12460

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

26. Nurnberg, Denae. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.

Degree: Doctor of Education (EdD), Learning and Instruction, 2017, University of San Francisco

  Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy The purpose of this study was to investigate… (more)

Subjects/Keywords: Science Laboratories; Science Writing Heuristic; Scientific Literacy; Writing-to-Learn; Science and Mathematics Education

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APA (6th Edition):

Nurnberg, D. (2017). Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/342

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):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Thesis, University of San Francisco. Accessed October 20, 2019. https://repository.usfca.edu/diss/342.

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

MLA Handbook (7th Edition):

Nurnberg, Denae. “Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy.” 2017. Web. 20 Oct 2019.

Vancouver:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Oct 20]. Available from: https://repository.usfca.edu/diss/342.

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

Council of Science Editors:

Nurnberg D. Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/342

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

27. Yamada, Mayumi. A mediação docente na produção de textos escritos em aulas de ecologia.

Degree: Mestrado, Ensino de Biologia, 2013, University of São Paulo

O ponto de partida deste trabalho é a perspectiva do ensino de ciências que tem como foco o desenvolvimento de indivíduos como membros conscientes e… (more)

Subjects/Keywords: Alfabetização científica; Biology Education; Ecologia; Ecology; Ensino de Biologia; Language; Linguagem; Scientific Literacy

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APA (6th Edition):

Yamada, M. (2013). A mediação docente na produção de textos escritos em aulas de ecologia. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-151640/ ;

Chicago Manual of Style (16th Edition):

Yamada, Mayumi. “A mediação docente na produção de textos escritos em aulas de ecologia.” 2013. Masters Thesis, University of São Paulo. Accessed October 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-151640/ ;.

MLA Handbook (7th Edition):

Yamada, Mayumi. “A mediação docente na produção de textos escritos em aulas de ecologia.” 2013. Web. 20 Oct 2019.

Vancouver:

Yamada M. A mediação docente na produção de textos escritos em aulas de ecologia. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2019 Oct 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-151640/ ;.

Council of Science Editors:

Yamada M. A mediação docente na produção de textos escritos em aulas de ecologia. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-151640/ ;

28. Grandi, Luziene Aparecida. O argumento no trabalho de campo: abordando a sucessão ecológica na floresta da USP, campus de Ribeirão Preto.

Degree: Mestrado, Ensino de Biologia, 2011, University of São Paulo

Neste trabalho investigamos como são as interações discursivas que podem levar à promoção da enculturação científica durante uma atividade de trabalho de campo, relacionado à… (more)

Subjects/Keywords: argument; argumento; ecological succession; enculturação científica; fieldwork; scientific literacy; sucessão ecológica; trabalho de campo

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APA (6th Edition):

Grandi, L. A. (2011). O argumento no trabalho de campo: abordando a sucessão ecológica na floresta da USP, campus de Ribeirão Preto. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81133/tde-30092011-151048/ ;

Chicago Manual of Style (16th Edition):

Grandi, Luziene Aparecida. “O argumento no trabalho de campo: abordando a sucessão ecológica na floresta da USP, campus de Ribeirão Preto.” 2011. Masters Thesis, University of São Paulo. Accessed October 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-30092011-151048/ ;.

MLA Handbook (7th Edition):

Grandi, Luziene Aparecida. “O argumento no trabalho de campo: abordando a sucessão ecológica na floresta da USP, campus de Ribeirão Preto.” 2011. Web. 20 Oct 2019.

Vancouver:

Grandi LA. O argumento no trabalho de campo: abordando a sucessão ecológica na floresta da USP, campus de Ribeirão Preto. [Internet] [Masters thesis]. University of São Paulo; 2011. [cited 2019 Oct 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81133/tde-30092011-151048/ ;.

Council of Science Editors:

Grandi LA. O argumento no trabalho de campo: abordando a sucessão ecológica na floresta da USP, campus de Ribeirão Preto. [Masters Thesis]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/81/81133/tde-30092011-151048/ ;

29. Aragão, Susan Bruna Carneiro. Alfabetização científica: concepções de futuros professores de química.

Degree: Mestrado, Ensino de Química, 2014, University of São Paulo

Foram investigadas as concepções de 58 alunos dos últimos anos do curso de licenciatura em química de cinco instituições de ensino da região metropolitana de… (more)

Subjects/Keywords: Alfabetização científica; Ensino de química; Formação de professores; Scientific literacy; Teacher training; Teaching chemistry

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APA (6th Edition):

Aragão, S. B. C. (2014). Alfabetização científica: concepções de futuros professores de química. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81132/tde-14102015-151323/ ;

Chicago Manual of Style (16th Edition):

Aragão, Susan Bruna Carneiro. “Alfabetização científica: concepções de futuros professores de química.” 2014. Masters Thesis, University of São Paulo. Accessed October 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-14102015-151323/ ;.

MLA Handbook (7th Edition):

Aragão, Susan Bruna Carneiro. “Alfabetização científica: concepções de futuros professores de química.” 2014. Web. 20 Oct 2019.

Vancouver:

Aragão SBC. Alfabetização científica: concepções de futuros professores de química. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2019 Oct 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-14102015-151323/ ;.

Council of Science Editors:

Aragão SBC. Alfabetização científica: concepções de futuros professores de química. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/81/81132/tde-14102015-151323/ ;

30. Ferraz, Arthur Tadeu. Propósitos epistêmicos para a promoção da argumentação em aulas investigativas de física.

Degree: Mestrado, Ensino de Física, 2015, University of São Paulo

O presente trabalho foi elaborado com o intuito de mapear quais ações tomadas por um professor promovem a argumentação dos estudantes. Para isso levamos em… (more)

Subjects/Keywords: Alfabetização Científica; Argumentação; Argumentation; Ensino por Investigação; Inquiry-based teaching; Scientific literacy

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APA (6th Edition):

Ferraz, A. T. (2015). Propósitos epistêmicos para a promoção da argumentação em aulas investigativas de física. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81131/tde-25112015-151619/ ;

Chicago Manual of Style (16th Edition):

Ferraz, Arthur Tadeu. “Propósitos epistêmicos para a promoção da argumentação em aulas investigativas de física.” 2015. Masters Thesis, University of São Paulo. Accessed October 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-25112015-151619/ ;.

MLA Handbook (7th Edition):

Ferraz, Arthur Tadeu. “Propósitos epistêmicos para a promoção da argumentação em aulas investigativas de física.” 2015. Web. 20 Oct 2019.

Vancouver:

Ferraz AT. Propósitos epistêmicos para a promoção da argumentação em aulas investigativas de física. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2019 Oct 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-25112015-151619/ ;.

Council of Science Editors:

Ferraz AT. Propósitos epistêmicos para a promoção da argumentação em aulas investigativas de física. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-25112015-151619/ ;

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