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Dissertations / Theses on the topic 'Research-based science teaching'

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Published: 5 June 2025

Last updated: 16 July 2025

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1

Han, Hyosoon. "Developing a research agenda for integrating microcomputer-based laboratory in science teaching /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891515099.

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Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.

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Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes

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Cooper, Adam. "Co-Teaching Science Courses for English Language Learners." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

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Bonello, Charles. "Teaching abstract concepts in science : an investigation into the use of a research based teaching intervention and its contribution to student learning." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522494.

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Van, Ingen Sarah. "Preparing Teachers to Apply Research to Mathematics Teaching: Using Design-Based Research to Define and Assess the Process of Evidence-Based Practice." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4799.

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Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little resear

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Freiman, Viktor, and Danis Michaud. "One mathematical formula in the science textbook: looking into innovative potential of interdisciplinary mathematics teaching." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79834.

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Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating mathematics, science and French teachers w

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Henry, Greg Brough. "The Main Challenges that a Teacher-in-Transition Faces When Teaching a High School Geometry Class." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/972.

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During a semester-long action research study, the author attempted to implement a standards-based approach to teaching mathematics in a high school geometry class. Having previously taught according to a more traditional manner, there were many challenges involved as he made this transition. Some of the challenges were related to Geometry and others were related to the standards-based approach in general. The main challenges that the author encountered are identified and discussed. A plan of action for possible solutions to these challenges is then described.

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Geneve, Michael Louis. "THE SCIENCE AND ART OF A COMMUNITY DEVELOPMENT SHORT COURSE: AN APPROACH TO DESIGN, TEACHING, AND EVALUATION." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/975.

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Thesis (M.S.)--University of Kentucky, 2008.<br>Title from document title page (viewed Feb. 3, 2009). Document formatted into pages; contains: viii, 233 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 227-232).

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Felton, Norma D. "A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1795.

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Abstract This was a modified integrated mixed methods study of teachers’ perceptions of factors that influence transfer of research-based teaching strategies into classroom practice. Participants were made up of 66 respondents to a researcher made survey, “Survey of Teacher Attitudes toward Change and Classroom Implementation of Research–Based Strategies”. Respondents were divided into two groups based on participation in Louisiana Systemic Initiatives Programs (LaSIP): LaSIP, N= 39 and Non-LaSIP, N= 27. Answers to five research questions were based on analysis of quantitative data from a surv

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Wade-Lyles, Terri Adele. "Integration of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2903.

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In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers' embedded professional development and their experiences with th

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Mueller, Kristi Joanne. "Reaching the standards: An action research project using a constructivist survey to measure the effects of curricular change based on the goals of the National Science Education Standards." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1666.

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12

Hooker, Mary. "A study on the implementation of the Strengthening Innovation and Practice in Secondary Education initiative for the preparation of Science, Technology, English and Mathematics (STEM) teachers in Kenya to integrate Information and Communication Technology (ICT) in teaching and learning." Thesis, Queen's University Belfast, 2017. https://pure.qub.ac.uk/portal/en/theses/a-study-on-the-implementation-of-the-strengthening-innovation-and-practice-in-secondary-education-initiative-for-the-preparation-of-science-technology-english-and-mathematics-stem-teachers-in-kenya-to-integrate-information-and-communication-technology-ict-in-teaching-and-learning(e1d24d01-54fc-4967-abb0-c29b5d80e973).html.

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The aim of this research study was to critically appraise the innovation model in relation to teacher development for ICT use in classroom practice associated with the Strengthening Innovative Practice in Secondary Education (SIPSE) project conducted in Kenya secondary schools. The model integrated an ICT Competency Framework for Teachers (ICT-CFT) and a Technology Pedagogy and Content Knowledge (TPACK) framework into a phased modular approach for teacher professional development. The research addressed key questions related to: the object of ICT use as perceived by head teachers and teachers;

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Wagner, Claire. "Placing psychology a critical exploration of research methodology curricula in the social sciences /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06292004-123737.

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Vat, Kam Hou. "REALSpace AKE : an appreciative knowledge environment architected through soft systems methodology and scenario-based design." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2492481.

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Fiser, Timothy Paul. "Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/991.

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In 2010, Oregon Department of Education (ODE) developed a set of rubrics designed to score a state required performance assessment targeting Science Inquiry (SI) and Engineering Design (ED) skills. During the development of the rubrics, ODE invited six panels of teachers to provide feedback on an early draft of the rubrics. This case study analyzed the teachers' feedback and the revisions of the rubrics to identify the types of feedback teachers offered and how ODE used that feedback to develop the rubrics. The results showed the teachers' feedback focused on defining the skills students were

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Rioux, Joël. "Two-way strong: A study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/85053/1/Joel_Rioux_Thesis.pdf.

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The marginalisation that Indigenous secondary students experience in zoology science lessons can be attributed to a chasm they experience between their life in community and the classroom. The study found that the integration of Indigenous and Western science knowledge can provide transformative learning experiences for students which work to strengthen their sense of belonging to community and school. Using action research, the study investigated the integration of both-ways science education into students' zoology lessons. It privileged the community's cultural expertise, practices and conne

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Palena, Emily I., and Caroline T. Spurgin. "Landscapes to Learnscapes: Exploring Schoolyard-based Education." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/pitzer_theses/34.

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This thesis explores schoolyard-based education as a viable and necessary method for rectifying the shortcomings within the American public school system and the Nature-deficit Disorder epidemic. We argue that schoolyard-based education should be fully integrated into the school system, not in the sole form of popularized school gardens, but as a standard teaching method. We show this using extensive research and a case study of three elementary schools in Claremont, California.

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Bergendahl, Christina. "Development of competence in biochemical experimental work : Assessment of complex learning at university level." Doctoral thesis, Umeå : Dept. of Chemistry, Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-313.

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Valiathazhel, James Daniel. "Science for all - myth or reality?: a research project." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1004391.

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Abstract: Transformation at a historically disadvantaged technikon in South Africa : a research project: South Africa is in the seventh year of democracy. During the first term of office, the ANC government proposed radical shift from the system(s) of education that was/were in existence in this country. A change in the education system in South Africa was inevitable. The ANC government have realised the need and proposed plans for a change in the education system in this country. We might be able to overcome the inequalities of the past and have an education system relevant for all South Afri

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Guedes, Hideraldo Corbolin. "A aprendizagem significativa de física no 9º ano do ensino fundamental: as relações de proporcionalidade como organizadores prévios." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1356.

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Acompanha: A aprendizagem significativa de física no 9º ano do ensino fundamental: as relações de proporcionalidade como organizadores prévios<br>Ensinar os conteúdos de Física no 9o ano do Ensino Fundamental tem sido um desafio para os Professores de Ciências, tanto pela possível falta de preparo como pela falta de interesse. Apesar das Diretrizes Estaduais orientarem para um ensino que tenha implicações na superação de obstáculos conceituais, construída a partir da interação entre o conhecimento científico e os conhecimentos prévios estabelecidos na vida cotidiana, boa parte dos Professores

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Sierra, Cristine Lois Coleti. "O ensino de ciências por resolução de problemas: uma proposta aplicada a estudantes do ensino fundamental da cidade de Araucária." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2545.

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Acompanha produto.<br>A Resolução de Problemas consiste em uma metodologia de ensino que se empenha em instigar os alunos na busca e apropriação de estratégias adequadas para que respondam tanto perguntas escolares quanto questões cotidianas. Na Metodologia da Resolução de Problemas, o problema demanda do aluno uma carga cognitiva e motivacional maior do que em outras metodologias. O objetivo desta pesquisa é avaliar as contribuições da Metodologia da Resolução de Problemas (MRP) no Ensino de Ciências nos anos finais do Ensino Fundamental, a partir das problemáticas locais. Para isto, a pesqui

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Oliveira, Maísa Maryelli de 1988. "Aprendizagem baseada na investigação : a experiência do NIED/Unicamp na Escola Elza Maria Pellegrini, em Campinas - 2013." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270674.

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Orientador: Maria das Graças Conde Caldas<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-26T14:50:20Z (GMT). No. of bitstreams: 1 Oliveira_MaisaMaryellide_M.pdf: 7716126 bytes, checksum: d2fd3886e0a476ecbd5603a9171a86c5 (MD5) Previous issue date: 2014<br>Resumo: Escolas públicas brasileiras têm experimentado novas abordagens pedagógicas, inclusive, por meio de projetos realizados em parceria com universidades. Estas iniciativas buscam desde a apropriação das tecnologias de informação e comunicação por pr

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Tash, Gina G. "A phenomenological study of assessment methods in the inquiry -based science classroom: How do educators decide?" ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/667.

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The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop

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Khan, Sumbul. "Improvement of Pedagogical Laboratory Based Learning: Multimedia Enhanced Instructional Methods." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1297.

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In engineering technology and other scientific-based education, lab-based courses play a crucial role (Ma & Nickerson, 2006). Even though laboratory experience in student learning is crucial, it faces some problems. Due to insufficient laboratory conditions that lead to overcrowding and inability to view demonstrations, the effectiveness of hands on experience declines (Tiwari & Singh, 2011; Tuysuz, 2010). Considering the limitations that constrain lab experience, investigating and implementing alternatives to enhance pedagogical laboratory based learning becomes inevitable. This study investi

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Kimball, Jeffrey. "Motivations of Students in the Open-Ended Use of Mobile Computing in Lecture-Based Classrooms." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/366.

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While research supports the integration of mobile computing into instruction, there is disagreement concerning the unstructured use of mobile devices in lecture-based college classrooms. Research supports the argument that unstructured use creates distraction and decreased academic performance. Research also suggests that unstructured use actually supports lecture instruction through personalized learning situations. In either case, the motivations of students to use mobile device is often unclear. This study sought to investigate the motivations for students’ acceptance of mobile devices. The

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Terra, Amy Ann. "Connections: Social media and parents raising children with profound multiple disabilities." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3665.

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Parenting plays an important role in many adult lives. Parenting a child with profound multiple disabilities results in a distinct parenting experience. This qualitative phenomenological study examined the role of social media in the lives of parents raising children with profound multiple disabilities. Five parents raising children with profound multiple disabilities were interviewed, and resulting themes were identified. Consistent with previous research, parents described the initial adaptation to their child’s disability-related needs as the most challenging period of their parenting to

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Thiaw, Mame. "Problématique de l'affirmation de la baisse du niveau scientifique et de la relation entre connaissances déclaratives et résolution de problèmes: les représentations spontanées de la démarche scientifique chez les élèves. Etude de cas dans l'enseignement de la biologie au Sénégal." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211745.

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邱清駿. "An Action Research of Inquiry Teaching on Project-Based Science Study in Elementary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/45795913171431787247.

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碩士<br>高雄師範大學<br>科學教育研究所<br>97<br>This study aims to describe the process of the researcher using the inquiry teaching method on project-based science study in elementary school and further investigates the problems the researcher encountered in order to reflect and revise. The change in students' inquiry ability is also discussed in this study. The ending part of this study is the researcher's reflection on personal teaching experience. This study adopts action research method. The method was applied in the senior class taught by the researcher. The researcher adopts a participant perspective,

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Liu, Cheng-Gong, and 劉成功. "Research on Interactive Teaching of General Physics Based on the Science and Technology Innovation and History of Science." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/z3gj5q.

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碩士<br>國立臺灣大學<br>物理學研究所<br>107<br>General physics is the basic course of the university''s science, engineering, medical and other departments, carrying the basic physics knowledge and theoretical basis for the students'' learning and development in various disciplines. The development of scientific and technological innovation needs to be based on cultivating students'' scientific inquiry ability and technology application ability. For this reason, general physics play an important role in developing the literacy and knowledge of students'' scientific in

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Feng, Chung-Hsing, and 封中興. "A Research on the Teaching Effectiveness by Using “Modeling-Based Argumentation Teaching Model” in Junior High School Science Class." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/92240458401060434440.

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博士<br>國立高雄師範大學<br>科學教育研究所<br>99<br>Base on the viewpoints of “Science as model building”, “Science as argument”, and “School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science”, this research developed a teaching model which was named “Modeling-Based Argumentation (MBA) teaching model”. A quasi-experimental design was used in this study. The research samples were 8th graders. The experimental group was instructed in the MBA teaching model, while the contrast group was instructed in the “Didactic Argumentation (DA) teaching model.” T

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Chen, Chien-Hung, and 陳建宏. "An Action Research on the Project-based Fundamental Earth Science Teaching in Senior High School." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/39508881034281087918.

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碩士<br>國立高雄師範大學<br>科學教育研究所<br>87<br>The aim of the research, primarily through action research methodology,is to explore the issues surrounding the project-based teaching approaches intwo different situations, "implementation of project-based teaching afterschool" and " integration of project-based teaching in class." The population in this study is senior high school students. Theresearcher participated in all the action activities, such as questionsinvestigation, literature review, teaching model planning, teachingimplementation, teaching evaluation, interaction among studen

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Chung-Chun, Yen, and 閻中軍. "The Instruction Research on the Web-based Resources to Fundamental Earth Science Teaching in Senior High School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/18198431458265058032.

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碩士<br>國立高雄師範大學<br>資訊教育研究所<br>92<br>The purpose of this research is to confer how to use network-based resources to teach the foundation of Earth Science in senior high school. Through experiment of action research estimate the effect as students learning and the possible ways of implementation of teachers teaching on earth science are discussed. The researcher participated in all the teaching activities, including question investigation, literature review, teaching model planning, teaching implementation, teaching evaluation, and interaction among students etc. Research’s tools include Compute

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Cormas, Peter C. "The effective research-based characteristics of professional development and how they relate to the National Science Foundation's GK-12 Program." Thesis, 2006. http://hdl.handle.net/2152/3762.

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(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)." Thesis, 2019.

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<p>Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel bioche

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Chabot, Alexandre. "Évaluation qualitative des déterminants de l'utilisation des connaissances issues de la recherche par les enseignants d'écoles secondaires québécoises en milieu défavorisé." Thèse, 2007. http://hdl.handle.net/1866/7448.

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Bester, Lynette. "Investigating the problem-solving proficiency of second-year Quantitative Techniques students : the case of Walter Sisulu University." Diss., 2014. http://hdl.handle.net/10500/14214.

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Quantitative Techniques is traditionally a subject with a poor pass rate at Walter Sisulu University. In search of a turnaround strategy, the purpose of this study was to determine the level of problem-solving proficiency of Quantitative Techniques students, which is suspected to influence achievement in this subject. A descriptive survey design was used in this research. Second-year ND (Marketing) students (128) took part in the study. A questionnaire and a written test were used to collect data. A profile of participants’ problem-solving was determined. Their weaknesses and strengths i

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Schoeman, Martha Anna. "Enhancing comprehension in open distance learning computer programming education with visualization." Thesis, 2015. http://hdl.handle.net/10500/20715.

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This thesis describes a research project aimed at improving the tracing skills of first-year programming students enrolled for an introductory C++ course at an open distance learning institution by means of a tutorial in the form of a program visualization tool to teach the students to draw variable diagrams. The research was based on the findings from the BRACElet project (Clear, Whalley, Robbins, Philpott, Eckerdal, Laakso & Lister, 2011). A design-based research methodology was followed. To guide the process of developing the tutorial, a framework of 26 guidelines for developing and using

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Arunachallam, Sathasivan. "Community based curriculum in psychiatric nursing science." Thesis, 2012. http://hdl.handle.net/10210/6328.

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M.Cur.<br>The purpose of this study is to describe guidelines for a Community Based Curriculum in Psychiatric Nursing Science for a nursing college in KwaZulu Natal. The study consists of 4 phases. To reach the purpose of the study, a situational analysis was done in 3 phases to identify the principles for a Community Based Curriculum in Psychiatric Nursing Science. In Phase I - a document analysis of relevant government policies and legislation was conducted to obtain the principles of mental health care. In Phase H - the statistics of the psychiatric diagnoses of patients from two community

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Sehlodimela, Catherine Tshegofatso. "A wiki-based process writing approach to academic writing in an ODL institution." Diss., 2020. http://hdl.handle.net/10500/26854.

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Writing, an important academic skill for university students to acquire, becomes more important in a distance education institution where assessment is primarily on written work. Successful teaching and learning practices for Open Distance Learning (ODL) incorporate multiple forms of interaction when using technology within a constructivist approach. The study seeks to understand students’ perceptions of wikis within a process writing approach, and the suitability of Web 2.0 technology for tasks designed to teach academic writing. A participatory action research design was selected as it merg

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Verhaart, Michael Henry. "The virtualMe : a knowledge acquisition framework : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy (Ph.D.) in Information Systems at Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/851.

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Throughout life, we continuously accumulate data, information and knowledge. The ability to recall much of this accumulated knowledge commonly deteriorates with time, though some forms part of what is referred to as tacit knowledge. In the context of education, students access and interact with a teacher’s knowledge in order to create their own, and may have their own data, information and knowledge that could be added to teacher’s knowledge for everyone’s benefit. The realization that students can contribute to enhancing personal knowledge is an important cornerstone in developing a mentor (t

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Etmanski, Catherine. "UNSETTLED embodying transformative learning and intersectionality in higher education: popular theatre as research with international graduate students." Thesis, 2007. http://hdl.handle.net/1828/233.

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This dissertation documents an action-oriented, arts-based doctoral study that used popular theatre to investigate graduate students’ experiences at the University of Victoria (UVic) in Canada. The research question asks, what are the contradictions between the welcoming multicultural discourses of Canada and the experiences of international graduate students? This question is explored with a total of twenty-four graduate students, representing fourteen countries, including Canada, and ten departments across campus. These students participated in pilot work, interviews, focus groups, in-depth

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Ejigu, Mengesha Ayene. "Conceptual understanding of quantum mechanics : an investigation into physics students' depictions of the basic concepts of quantum mechanics." Thesis, 2014. http://hdl.handle.net/10500/14157.

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Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for t

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Swart, Odette. "Developing an alternative assessment framework for undergraduate accountancy modules in Open Distance Learning (ODL)." Thesis, 2019. http://hdl.handle.net/10500/26316.

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Abstracts in English, Afrikaans and Zulu<br>Worldwide, students compete for a limited number of places at universities. By increasing the use of distance education, more students could have access to tertiary education. The problem addressed in this study related to the challenges faced by an ODL university to assess undergraduate modules in accounting sciences by way of technology-enhanced, non-venue-based alternative assessments, instead of the traditional venue-based examinations. The purpose of the current study was to develop an alternative assessment framework for ODL undergraduate accou

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