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Dissertations / Theses on the topic 'Chemistry Project method in teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Lee, Hon-yiu. "The role of information technology in resource-based learning : a case study of a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474583.

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2

Choy, Ching-ho Harriet. "Teachers' motivation in project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793002.

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3

Milner-Bolotin, Marina. "The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation." Full text (PDF) from UMI/Dissertation Abstracts International Full text (off-campus access restricted to users with UT Austin EID), 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3033585.

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4

Arias, Robert Gabriel. "Antidote to marginalism: An alternative method of instruction for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.

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5

Ng, Siu-ping Connie. "Do students' thinking styles predict students' motivation and performance in project learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793038.

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6

Tso, Mei-kuen Lydia. "The effects of teaching practices on student's motivation in project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B2979304x.

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7

Smith, Michael Arthur. "Autonomy and project based language learning : factors mediating autonomy in project based CALL /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001476.

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8

Coulombe, Steven Louis. "Using Blackboard technologies as an instructional supplement for teaching high school chemistry." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1907.

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This project attempts to use an on-line telecommunication supplement to extend the boundary of the classroom beyond the limits of time and space in order to improve communication and extend the reach of the classroom.

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9

Barker, Beverly Dee. "Teaching philosophy and practices among chemistry faculty attending the MID project workshops implications for reform in chemistry /." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001612.

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10

Patterson, Rudolph Albert. "Using hot air balloons to boost middle school students' understanding of the mole concept." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1376.

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11

Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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12

Pérez, Ana María. "Teaching literacy to first grade bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

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This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.

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13

Weber, Benjamin Aaron. "The Effectiveness of Participation in a Project-based Learning Project on At-risk Student Self-Efficacy." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/3363.

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Project-based learning is a multifaceted approach to teaching in which students explore real-world problems and challenges while working in small collaborative groups. Project-based learning is active and engaging and drives students to obtain a deeper knowledge of the subjects they're studying, and students develop confidence and self-direction as they move through both team-based and independent work. This project endeavored to assess the effect of participation in a project-based learning (PBL) activity of the Wind and Oar Boat School's curriculum on the self-efficacy of at-risk high school students. Twenty students participated in the program for both math and applied arts credits needed to complete their high school graduation requirements. Data were collected using a retrospective pre-then-post survey, participant observations, and semi-structured interviews. To assess student Self-efficacy, the researcher observed six constructs of self-efficacy, those being motivation, problem- solving, resilience, teamwork, confidence, and course skills. The findings were utilized to create student narratives that documented the experiences of the students in the program and provide the student side of the program and the changes that happened because of their participation in the program. Analysis of the retrospective survey confirmed that the students had statistically significant increases in all the constructs of self-efficacy, which was congruent with literature citations, researcher observations, and student interviews.

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14

Han, Wing-yin. "Teachers' perceptions of project learning in a secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37637630.

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15

Kilty, Susanna. "Supporting a project method for teaching English as a second language in the senior years." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62767.pdf.

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16

李漢耀 and Hon-yiu Lee. "The role of information technology in resource-based learning: a case study of a Hong Kong secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256363.

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17

Leung, W. H. "Does project-based learning change learners' attitudes towards autonomous learning?" Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31650491.

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18

Morabe, Olebogeng Nicodimus. "The impact of the SEDIBA project on the attitude of participating educators towards chemistry and chemistry teaching / Olebogeng Nicodimus Morabe." Thesis, North-West University, 2004. http://hdl.handle.net/10394/427.

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Physical science is not a popular subject at school. This negative tendency can be observed in both educators and learners. One of the main causes of this lack of popularity is embedded in the attitude towards chemistry and chemistry teaching. This negative attitude can be attributed to the following factors: Lack of teaching aids Visualisation Perception of science Single approach to science teaching Scientific concept knowledge Environmental influences. Most of these factors can be addressed by changing the attitude towards chemistry and approach to chemistry teaching of the educators. This study was aimed at probing into science educators' attitude towards chemistry and chemistry teaching. The empirical survey was conducted amongst a group of 37 science educators registered for an Advanced Certificate in Science (ACE) in the SEDIBA Project at the North West University, Potchefstroom Campus. The investigation was done by means of a pre-test and a post-test. The results of both the pre-test and post-test were used to analyse the educators' attitude towards chemistry and chemistry teaching. Some of the factors influencing the attitude of educators towards teaching science that were investigated were: Use of teaching aids Application of different approaches to science teaching Attitude towards science Results indicated that the above mentioned factors resulted in educators having a negative attitude towards chemistry and chemistry teaching prior to exposure to the SEDIBA project. The impact of the SEDIBA project was measured over a period of three months. Although there was not a big significant improvement over this short space of time on the attitude of participating educators, results based on other criteria showed that intervention by instruction over time resulted in the in case of positive attitudes towards chemistry and chemistry teaching. This study indicates that a well-designed teacher program can change the attitude of education towards science
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

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19

McGrath, Melanie Dawn. "An administrator's guide to implementing effective dual immersion programs." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.

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This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.

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20

Chan, Hong. "A study of the implementation of the certificate level design and technology curriculum in Hong Kong secondary schools a case study on project work approach /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627322.

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21

Van, Harmelen U. "The administration and organisation of independent study topics with special reference to secondary school geography." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003300.

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Traditional school subjects are having to compete for a place in a curriculum which is increasingly judged according to its perceived utilitarian value. According to current educational theory, geography's role in the curriculum is to develop concepts, skills, values and attitudes that allow pupils to understand the human and environmental issues which face their communities and communities throughout the world. In order to achieve these aims, teachers need to adopt a learner-centred teaching approach, yet geography teachers are faced with the dilemma of having to develop participatory teaching strategies within an existing structure which is largely product oriented. This thesis attempts to illustrate how changes can be effected in the approach to the teaching of geography, while working within existing syllabus constraints and while continuing to meet the demands made by the current examination system. To this end, Independent Study Topics are analysed as a means to bring about the desired changes in geographical education. The concept, Independent Study Topics as a 'blanket term' (Diepeveen, 1986) for pupil-centred activities is relatively recent in terms of the South African geography syllabus. In order to obtain greater clarity about the concept and its implications for geography teaching, this study examines current geographical theory relating to learner-centred approaches and relates them to teachers' perceptions of the role of IST in the geography curriculum. The second aspect of the study is concerned with the implementation of Independent Study Topics in a classroom research setting. The organisation and administration of Independent Study Topics in a single school setting is analysed and evaluated as a process of change. This analysis provides guidelines for developing a learner-centred approach which is necessary to ensure that geography retains its position in the school curriculum of the 1990's and beyond.

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22

Chow, Yin Angela. "Investigating and measuring motivation in collaborative inquiry-based project settings." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39848796.

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23

Cheung, Wai-ying. "Implementing educational change a case study of project-based learning /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500955.

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24

Machado-Casas, Margarita Esperanza. "Two-Way Immersion: Parental choice for a successful and culturally diverse future." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2366.

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This study focuses on parental choice for student placement in Two-Way Immersion classes as optional bilingual education. Parents who have their children enrolled in a TWI program in Banning, California responded to a questionnaire and were interviewed about their decision. The analysis of the data indicates that parents value cultural diversity and second language acquisition.

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25

Beckett, Gulbahar Huxur. "Project-based instruction in a Canadian secondary school's ESL classes : goals and evaluations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ46317.pdf.

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26

Ma, Lai-sun. "Teachers' perceptions of the project approach evidence from two local kindergartens /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2356880x.

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27

Ho, Pui-man Queenie. "A case study on the implementation of the project approach in two kindergartens in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35415940.

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28

Gibney, Terresa S. "Expanding our perspective on learning in context : how students experience project-based learning /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842529.

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29

Esmaiel, Yousef Esmaiel. "Theory in Practice: Constructivism and the Technology of Instruction in an Authentic Project-based Computer Class." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5228/.

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While literature in areas of constructivism learning theory, use of computer technology in education, and the implementation of project-based learning in the classroom have received widespread attention, there is no reported research that specifically examines the effectiveness of using a project-based learning model for computer technology instruction for pre-service teachers' programs in general, and in art education in particular. Thus, the research problem was to examine through pre- and post-test control-group experimental research design whether two different teaching methods, constructivism teaching approach (project-based learning) and traditional (step-by-step) teaching approach, result in significant differences in learning computer usage, the application of computer technical skills, design projects, and attitudes toward using of technology. The research was conducted at University of North Texas during the fall semester of 2004. Both quantitative and qualitative methods were used to collect the data. The quantitative data, collected from a pre-post test and pre and post questionnaire, was analyzed using a t-test. No significant difference was found between the groups as it relates to computer usage, one aspect of the application of computer technical skills (Photoshop usage), and attitudes towards technology. There was, however, a statistical difference between the groups in the use of the other aspect of computer application technical skills (Illustrator). The qualitative data was collected from three sources, the final design project, the focus group interview, and the reflective papers and summarized quantitatively. A rubric was used to assess the final design project and the scores from the rubric were analyzed using the Mann-Whitney U test. A significant difference was found between the groups as it relates to the assessment of the final project design. The constructivist (project-based learning) group scored higher than the traditional (step-by-step) group. The analysis of the focus group interviews revealed more positive responses for the project-based learning group as opposes to the step-by-step group. The analysis of the reflective papers also revealed more positive responses by the project-based learning group as oppose to the step-by-step group. Overall, the results of the study indicate that the constructivist approach project-based learning did improve student learning.

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30

Siu, Shun-mei, and 蕭舜美. "Primary school teachers' perceptions of project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294113.

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31

Watson, Cindy Gay. "Beliefs of Mathematics Pre-service Teachers About Project-based Learning." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699970/.

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This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented a project-based unit of instruction. A qualitative study was conducted with one undergraduate cohort in a higher education science, technology, engineering, and mathematics (STEM) national initiative that has 40 U.S. replication sites. Using teaching philosophy statements and focus group discussions, the beliefs of STEM pre-service secondary teachers are made visible. The findings from this study reveal a recurring theme: the process of how these pre-service teachers seemed to evolve and mature as teachers, from novice toward becoming an expert, as they asked themselves internal questions that are common to developing teachers. These pre-service STEM teachers experienced 1) internal questions about their own growth as a potential teacher, as evidenced through their verbal and written statements; 2) tension between PBL content and pedagogy; and 3) tension between practice and theory. The findings also infer that there are potential critical variables that may contribute to pre-service teachers’ beliefs. Those variables identified were the following: 1) the sequence of when the project-based instruction (PBI) course was taken; 2) time, as related to when the participant took the PBI course in relationship to the final semester when they were engaged in apprentice teaching; and 3) the field placement location during the apprentice teaching semester.

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32

Wong, Wai-man. "The implementation of project-based learning in economics at certificate level." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37343026.

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33

Lau, Siu-fun. "Implementing the project approach in the Hong Kong preschools challenges for novice teachers /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3549833X.

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34

Bastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.

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35

Holm, Falk Linus. "An investigation of electrochemically mediated atom transfer radical polymerization as a method for polymerization of PEGMA for polymer electrolytes : A bachelor's degree project." Thesis, Uppsala universitet, Institutionen för kemi - BMC, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-380582.

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36

Apffel, Michael Alexis. "How can a science educator incorporate field study into their advanced high school science courses?" CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3046.

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Organizes information and opportunities for high school level science field work and categorizes it to inform the educator of the field study possibilities. Assists educators in overcoming the obstacles of implementing field science into existing science courses. Several field study lesson plans are provided.

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37

Law, Man-sze, and 羅敏詩. "Students' attitute towards group project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672591.

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38

Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.

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39

Leung, W. H., and 梁惠卿. "Does project-based learning change learners' attitudes towards autonomous learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31650491.

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40

Amaya, Zeda Glass. "Business case analysis: Learning to think like a physician." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3038.

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The project introduces and subsequently proposes a novel framework, based on the medical model of diagnosis, to facilitate business students' preparation of case analysis. The project also shows students how to apply the framework in a sample case study.

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41

Cheung, See-wan. "Secondary 4 remedial students' attitudes towards the fostering of learner autonomy through a task-based group project." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31927580.

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42

Bergstrom, Gary Richard. "A proposal to create a college-level reading class for students with learning disabilities." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2198.

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43

Stear, Ezekiel Glenn. "Dual-language drama as a door to classic literature." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3270.

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The author believes that the mediation of classic literature through drama would increase student's opportunity for academic success on the secondary and post-secondary levels of education. This project develops curriculum and materials using dramatic adaptations of ancient literature created by the author.

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44

Apodaca, Monica Sophia. "Dual language educators: Tambien tenemos sentimientos." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3338.

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The purpose of this study will show that teaching is a career that involves a relatively high degree of stress. Without the proper coping skills or strategies, educators can face the risk of burn-out. This study will provide a qualitative and quantitative look into the professions of a group of dual language educators, offering suggestions and insights into the stressors unique to this group of educators.

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45

Deng, Yuwen. "Animated vehicle turning path simulation system on an Internet/Intranet browser." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2091.

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The animated vehicle turning path simulation system on Internet/Intranet web browser presented in this project is intended to provide civil engineers with an easy-to-use, all functional simulation system that could help them with highway and street design.

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46

Han, Wing-yin, and 韓詠研. "Teachers' perceptions of project learning in a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37637630.

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47

Nicholls, Kristine Dianne. "A correlational study of reading comprehension in Spanish and English." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1845.

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48

Simmers, Lisa Anne. "An examination of the applicability of implementing Canada's immersion model in a language minority educational setting in the United States." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1151.

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49

Singer, Jonathan E. "The development and evaluation of an assessment system for project-based science within a grade 12 physics/calculus block class /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842587.

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50

Su, Tzu-Chen. "Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

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Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.

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