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Dissertations / Theses on the topic 'Integrated science process skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ndoro, Mugove Chawapiwa. "Learner performance in integrated science process skills and attitudes in hands-on practical work versus virtual practical work." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26870.

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This research study was conducted in an urban high school in Western Cape province of South Africa. The research study investigated the effect of virtual practical work on learner performance in science process skills and attitude, working with a non-random sample group of grade 10 physical sciences learners. In this experimental design research, the treatment group of 22 learners was taught the concept of 'phase change in matter' through virtual practical work. On the other hand, the control group was taught the same concept through hands-on practical. A pre- and post-test instrument of 30 mu

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2

Morford, Gary D. "Cooperative Science in a Computer-Mediated Communications Environment Effects on Developing the Integrated Science Process Skills of Secondary Students In Pennsylvania." NSUWorks, 1992. http://nsuworks.nova.edu/gscis_etd/735.

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This study investigated the possible correlation between Advanced Placement Computer Science Examination scores and secondary teacher certification in computer science, prompted by the low scores for South Carolina students and the lack of such certification in South Carolina. A survey was sent to the chief education official in each of the United States of America, the District of Columbia, U.S. territories, the Department of Defense Dependent Schools, and selected technically oriented foreign countries, to determine the current status of the recognition of computer science as a certification

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3

Kazeni, Mungandi Monde Monica. "Development and validation of a test of integrated science process skills for the further education and training learners." Pretoria : [S.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04302008-145702/.

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4

Brotherton, Peter Nigel. "The nature and teaching of science process skills." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333456.

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5

Aldous, Colleen Michelle. "University level genetics students' competencies in selected science process skills." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02092006-120752.

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6

Kwon, Ohseung 1969. "Post oxide etching cleaning process using integrated ashing and HF vapor process." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/85324.

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7

Koksal, Ela Ayse. "The Acquisition Of Science Process Skills Through Guided (teacher-directed) Inquiry." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609719/index.pdf.

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The international and national assessment results indicated that Turkish students&rsquo<br>conceptual understanding in science and basic inquiry skills are far behind the expected levels. The reason of low achievement could be attributed to many sources such as family background characteristics, students&rsquo<br>attitudes, and teaching methodologies. The low socioeconomic environment in the school and crowded classrooms are important facts that should be somehow considered by the educational researchers. The way a teacher teaches in a crowded classroom is important to help students&rsquo<br>u

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8

Riesser, Sharon T. "Examination of reliability and validity of the Performance Assessment of Science Skills (PASS) instruments, alternative assessment instruments of science process skills." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902509.

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Assessment of science process skills in the elementary school is essential to a hands-on science program. Concern arises with the realization that there are few performance assessment instruments of science process skills, and most of the available instruments do not have documented reliability and validity standards. This study examines the reliability and validity of a set of science performance assessment instruments through the application of currently available statistical methods. The Performance Assessment of Science Skills (PASS) tests, which were formulated by S. M. Johnson as an alte

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9

Hickey, Ann Marie. "Integrated scenario and process modeling support for collaborative requirements elicitation." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284823.

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Information systems development research has documented the importance and the difficulty of eliciting requirements from users. Research on the use of Group Support Systems (GSS) for requirements elicitation led to development of the Collaborative Software Engineering Methodology (CSEM) and identified the need for collaborative methods and tools to provide a dynamic picture of the business processes that a system must support. Recent research suggests that scenarios can fill this need. A review of the scenario literature showed that although there is widespread agreement on the usefulness of s

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10

Anderson, Tanya Mae. "Science notebooks: a tool to promote understanding of process skills and content." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/anderson/AndersonTM0812.pdf.

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Many students' lack the skills for academic success and ability to communicate and understand scientific content. In this study, science notebooks were implemented to examine the impact on students' understanding of the science concepts and process skills (observation and communication). The data indicated that science notebooks and the inquiry process did positively impact students' ideas and the development of scientific literacy.

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11

Sparacin, Daniel Knight. "Process and design techniques for low loss integrated silicon photonics." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37690.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 2006.<br>Includes bibliographical references (p. 256-260).<br>Microprocessors have truly revolutionized the efficiency of the world due to the high-volume and low-cost of complimentary metal oxide semiconductor (CMOS) process technology. However, the traditional scaling methods by which chips improve are soon to end. The continued drive towards smaller circuit elements and dense chip architecture has yielded to power consumption, heat production, and electromagnetic interference (RC-delay) limit

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12

Moore, Melonie. "Can Guided Inquiry Based Labs Improve Performance in Data Analysis and Conclusion Synthesis in Sixth Grade Life Science?" Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2681.

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Desiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry understanding done before and after the study was finished, routine material tests, and a science final

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13

Meng, Huaiyu. "Towards integrated QPSK transceiver on zero-change CMOS foundry process." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/93779.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 127-136).<br>In recent years, the demand for Internet bandwidth increases while the unit price of bandwidth decreases. To keep up with the trend, more cost-eective optical telecommunication links are required. Due to the limite

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14

Strom, Reba K. "Using guided inquiry to improve process skills and content knowledge in primary science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/strom/StromR0812.pdf.

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This action research project was developed to describe and identify how student process skill development can increase the content knowledge of second grade students in the science content area of living and non-living things. Students participated in a ten-week study that used the inquiry model of instruction to teach science content relating to plants and animal features, lifecycles and characteristics of living things. The findings showed an increase in content knowledge of students and development of process skills of observation, questioning and communicating.

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15

Thirupathi, Devi. "Integrated information model for managing the product introduction process." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/2954/.

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The thesis proposes an integrated product introduction (PI) information model for managing the product introduction process in an efficient manner. Through the process of product introduction, ideas and needs are converted to the information from which technical systems and products can be made and sold. Two critical factors for its success are the management of the product introduction activities, and the quality and functionality of its output (i.e. the product) which itself depends on the quality of the PI process. The process is as effective as the decisions made within it, and as efficien

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16

Miles, Erin. "In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/266.

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The purposes of this research study were to determine (a) in-service elementary teachers' familiarity, interest, conceptual knowledge of , and performance on science process skills and (b) how in-service elementary teachers' familiarity with, interest in conceptual knowledge of and performance on science process skills relate to each other. The science process skills include the basic skills [observation, classification, measuring, predicting, inferring, and communication,] and the integrated skills [hypothesizing, experimenting, identifying and controlling variables, formulating models, inter

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17

Singham, J. K. "An investigation of the science process skills in the intended and implemented PSP of Singapore." Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383276.

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18

Inal, Aydin. "Practical science process skills in physics, with special reference to test item assessment and classification." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/11566.

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Bibliography: leaves 207-218.<br>This study describes the development, validation, classification, administration and assessment of a compact programme of ten core practical task items chosen from a pool of 33 practical tasks developed for the purpose of this study in basic school physical science. The practical items encouraged and measured various science process skills laid out in the South African Revised National Curriculum Statement Draft. The derivation and classification of the specially designed diagnostic practical task items by experienced lecturers, teachers and academics constitut

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19

Onal, Ilke. "Effects Of Constructivist Instruction On The Achievement, Attitude, Science Process Skills And Retention In Science Teaching Methods Ii Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609554/index.pdf.

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The purpose of this study was to examine the effects of constructivist instruction on the achievement, attitude towards science teaching, science process skills and retention of fourth grade preservice science teachers in Science Teaching Methods II course. Two groups (one experimental and one control) were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 preservice science teachers and the control group consisted of 50 preservice science teachers<br>totally 103 preservice science teachers participated in this study. Qu

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20

Zhong, Shida. "Fault modelling and accelerated simulation of integrated circuits manufacturing defects under process variation." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/349929/.

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As silicon manufacturing process scales to and beyond the 65-nm node, process variation can no longer be ignored. The impact of process variation on integrated circuit performance and power has received significant research input. Variation-aware test, on the other hand, is a relatively new research area that is currently receiving attention worldwide. Research has shown that test without considering process variation may lead to loss of test quality. Fault modelling and simulation serve as a backbone of manufacturing test. This thesis is concerned with developing efficient fault modelling tec

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21

Kesaraju, Vishnu Sharma. "An Integrated Simulation Environment Combining Process-Driven and Event-Driven Models." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1238779995.

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22

Sittirug, Hussachai. "The predictive value of science process skills, cognitive development, attitude toward science on academic achievement in a Thai teacher institution /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842566.

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23

Yildirim, Altinay. "Effect Of Guided Inquiry Experiments On The Acquisition Of Science Process Skills, Achievement And Differentiation Of Conceptual Structure." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614176/index.pdf.

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The science and technology program developed by the Ministry of National Education of Turkey aims at training students as science and technology literates. In order to achieve this, method implemented by teachers should enhance science process skills, increase achievement and actualize differentiation in the conceptual structure of students. The present study aims to investigate the effectiveness of guided inquiry experiments over traditionally designed experiments on the acquisition of science process skills, content knowledge achievement and differentiating conceptual structure of 8th grad

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24

Chang, Hsuan-Kai. "An integrated SPC/EPC system for fault diagnosis." Diss., Online access via UMI:, 2009.

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Thesis (M.S.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrial Engineering, 2009.<br>Includes bibliographical references.

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25

Smith, Douglas W. "Elementary students' use of science process skills in problem-solving: The effects of an inquiry-based instructional approach /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945320759575.

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26

Sridhar, Deepak. "Oxygen Carrier Development and Integrated Process Demonstration for Chemical Looping Gasification Systems." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338322340.

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27

Yung, Chi-Fan 1973. "A process technology for realizing integrated inertial sensors using deep reactive ion etching (DRIE) and aligned wafer bonding." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80148.

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28

Xavier, Luciana Yokoyama. "Social learning as a process to foster Integrated Coastal Management." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/21/21134/tde-13032018-142751/.

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Integrated coastal and ocean management (ICM) requires new management systems where social learning (SL), the joint and collaborative learning trough interaction, is a key element. The occurrence of SL and the factors that affect it were investigated by documentary analysis, observation of ongoing processes and accessment of the perception of people involved with the participatory management of a marine protected area (MPA) in Brazil. The general hypothesis is that SL can qualify participation and improve ICM. To test it, this research characterized the management of the MPA, identifying SL pr

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29

El-Sabagh, Hassan A. "The Impact of a Web-Based Virtual Lab on the Development of Students' Conceptual Understanding and Science Process Skills." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-64897.

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Over the last few years, the use of the web and simulation technologies in school education has become widespread. The purpose of this study was to compare the impact of a web-based Virtual Lab (WVL) environment with that of traditional educational experience in relation to conceptual understanding and science process skills in natural science for fourth grade primary school students. Using an instructional design model, the author developed a WVL; the design consisted of 3D animations and interactive experimental activities. The research instruments for the study were also developed; two onli

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30

Ong, Eng Tek. "The character of 'smart science teaching' in Malaysian schools and its effects on student attitudes, process skills and achievement." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417960.

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31

Ahmed, Q. R. "An evaluation of practical work at intermediate stage in biology in Pakistan with special reference to science process skills." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378517.

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32

Ahuja, Alka. "The effects of a cooperative learning instructional strategy on the academic achievement, attitudes toward science class and process skills of middle school science students." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239974684.

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33

sg, irislee12001@yahoo com, and Iris Chai Hong Lee. "The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070514.114117.

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The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum. This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher intervi

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34

Luo, James L. H. "An object-oriented generic approach to process planning." Thesis, Queensland University of Technology, 1998.

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35

Reid-Brown, Carolyn A. L. "Project-Based Learning: Investigating Self-Directed Learning Readiness Skills And Content Knowledge Retention In An Urban Jamaican High School Eighth Grade Integrated Science Cohort." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3388.

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Self-directed learning (SDL) readiness skills and the command and/or retention of content knowledge have been identified as key factors for success in post-secondary settings. The Government of Jamaica (GOJ) has stated that two in three Jamaican secondary school graduates lack the requisite content knowledge and self-directed learning skills needed for advancement in the work space and in postsecondary education (Vision 2030 Jamaica National Development Plan, 2009). This dissertation examined the efficacy of project-based learning (PBL) as a method of instruction for improving SDL readiness sk

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36

Ambross, Johannes Nikolaas. "A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1411.

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With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a S

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37

Mullajee, Ferial. "An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10778.

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Includes bibliographical references (p. 227-239).<br>In 2004 an educational evaluation strategy consisting of Common Tasks for Assessment (CTAs) was introduced nationally into South African high schools as an external examination, marked internally by individual teachers. It took the form of a systemic assessment for Grade 9 learners with the main intentions of promoting a common standard and serving as a validating tool for school-based assessment. This analytical descriptive investigation in 12 schools (in the Western Cape is a contribution to the research fields of academic performance test

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Devine, Catherine. "Life Science For Elementary Teachers." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/169.

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Science is taught at all grade levels, yet there exists a deficiency in the amount of emphasis placed on science training for elementary teachers. As a result, teachers often feel inadequate in their knowledge of scientific areas and in their ability to develop science process skills in their students. As a result in this lack of training, a need exists to provide programs to increase skill and confidence of elementary teachers not only in teaching science concepts but science process skills as well. One means of meeting this need was the development of an activity-based, process-oriented inse

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Zhang, Ning. "Science is Primary - Children Thinking and Learning in theChemistry Laboratory." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2540.

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The goal of primary science education is to foster children’s interest, develop positive science attitudes and promote science process skills development. Learning by playing and discovering provides several opportunities for children to inquiry and understand science based on the first–hand experience. The current research was conducted in the children’s laboratory in Heureka, the Finnish science centre. Young children (aged 7 years) which came from 4 international schools did a set of chemistry experiments in the laboratory. From the results of the cognitive test, the pre-test, the post-tes

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40

Venter, Louw. "A descriptive study of staff perceptions relating to system and process ownership at an academic library in South Africa." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/44241.

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Psychological ownership is the state in which a person feels that the target of ownership – whether material or immaterial – is theirs (Pierce et al. 2001, p.299). In the workplace, having staff take psychological ownership of their work is desirable as they are more likely to work towards a successful outcome if they feel accountable as the owners of their work. At the North-West University (NWU) library most staff work on the library system which is adaptable to workflows and offers staff a range of customisation options; a distinction was therefore made in this study between taking ownersh

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Kalande, Wotchiwe Mtonga. "The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30146.

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The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the in

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42

Vale, Cynthia. "Autonomy and Collaboration for the Cyborg Self Integrated with Brain-to-Brain Interfaces Are Dependent upon the Development Process of Underlying Multidimensional Systems Which Reorganize the Cyborg Self Boundaries." Thesis, California Institute of Integral Studies, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13423874.

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<p> This dissertation is about impacts to the capacities for autonomy and collaboration for the cyborg self integrated with brain-machine (BMI) and brain-to-brain interfaces (BTBI). These capacities are dependent on the reorganization of the cyborg self boundaries which are contingent on the development cycle of the underlying BTBI multidimensional systems as evidenced in recent neuroscience research and development (Carmena et al., 2003; Fitzsimmons, Lebedev, Peikon & Nicolelis, 2009; Hochberg et al., 2012; Pais-Vieira, Lebedev, Kunicki, Wang, & Nicolelis, 2013; Pais-Vieira, Chiuffa,

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Bilgin, Koken Elmas. "The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.

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The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students&amp<br>#8217<br>understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Gen&ccedil<br>Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eigh

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Azizoglu, Nursen. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605127/index.pdf.

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The purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied by demonstrations and gender on tenth grade students&rsquo<br>understanding of gases concepts, and attitudes toward chemistry. Hundred tenth grade students from two classes taught by the same teacher in a public high school were enrolled in the study in the Fall semester of 2003-2004. Control group students were taught by traditionally designed chemistry instruction (TI), while experimental group students were instructed by conceptual change oriented instruction accompanied by demonst

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45

Celebi, Ozgur. "Effect Of Conceptual Change Oriented Instruction On Removing Misconceptions About Phase Changes." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605317/index.pdf.

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In this study, a comparison of the effectiveness of conceptual change oriented instruction with traditionally designed chemistry instruction and an investigation of the effect of gender difference were made on ninth grade students&rsquo<br>understanding of phases and phase changes concepts. In addition, the effects of these instructional methods on students&rsquo<br>attitudes toward chemistry as a school subject were compared. In this study 56 ninth grade students from two classes of a chemistry course instructed by the same teacher from Ankara Atat&uuml<br>rk Anatolian Lycee in 2003-2004 edu

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Lu, Yan. "Predicting and Validating Multiple Defects in Metal Casting Processes Using an Integrated Computational Materials Engineering Approach." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562346439311635.

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47

Niemand, Marinus. "Assessing the suitability of holonic control to the commodity petrochemical industry." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-05042005-121757/.

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Thompson, Ruthanne. "The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4174/.

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This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors noted as reasons for this avoidance were: (1) minimum science requirements to reach certification, leading to a lack of preparedness; (2) lack of exposure to science in elementary school; and (3) general dislike for and understanding of science leading to a low self-efficacy in science teaching. The goal of the Environmental Science Lab for Elementary Educators (ESLEE) was to conduct an intervention. The intervention was lab-based and utili

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Qamar, Ahsan. "An Integrated Approach towards Model-Based Mechatronic Design." Licentiate thesis, KTH, Mekatronik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-35374.

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Mechatronic design is an enigma. On the one hand, mechatronic products promise enhanced functionality, and better performance at reduced cost. On the other hand, optimizing mechatronic design concepts is a major challenge to overcome during the design process. In the past, less attention has been paid to the life phases of a mechatronic product, and it was assumed that modifications in electronics and software will ensure that the product performs to expectation throughout its life time. However it has been realized that introducing design changes in mechatronics is not easy, since it is diffi

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Bashet, AbuZafar. "Effects of Student-Created Question Process on Learning Biomedical Statistics in a Specialized Master's in Medical Sciences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984186/.

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This study explored the effectiveness of a student question creation process engaging students actively in self, peer, and instructor interaction in development of affective, cognitive, and meta-cognitive skills. Employing a mixed-methods sequential explanatory design assigning both treatment and control activities sequentially in an alternating pattern over a six week period, students' performance on exams as well as their perceptions of various aspects of the student question creation process were used to evaluate the effectiveness of student-created questions (SCQs) activities as a cogniti

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