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Literatura académica sobre el tema "Science grade 1"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Science grade 1"

Tamir, Pinchas. "What Makes a Student a High Achiever in Science?" Gifted Education International 9, n.º 1 (enero de 1993): 24–32. http://dx.doi.org/10.1177/026142949300900106.

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Substantial differences were found between the 5% top achievers in science and the remaining 95% 9th and 12th grade students. While girls constitute 55% of the 9th grade population only 18% of the high achievers are girls, a ratio of approximately 1:3. The corresponding ratio in the 12th grade was 1:8, 1:5, 1:2 and 3:4 for physics, non-science, chemistry and biology majors respectively. A typical profile of a higher achiever is: A small family. Parents with more formal education holding more science related careers, and more books at home. School science grades are relatively high. Science and mathematics are liked more than other school subjects. Intends to study science in the university and aspires for a science related career. The gaps between the top % and the rest in biology and physics are larger than in chemistry and earth science. The high achievers excel more in tasks which require higher cognitive abilities and which are outside their area of specialization. Their attitudes toward science learning are considerably more positive. Finally, they exhibit substantially higher preference for questioning and lower preference for rote memorization.

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Mar'in, V. A. y A. L. Vereshchagin. "PHYSICAL PRINCIPLES OF PROCESSING OFF-GRADE BUCKWHEAT". Foods and Raw materials 4, n.º 1 (27 de junio de 2016): 51–60. http://dx.doi.org/10.21179/2308-4057-2016-1-51-60.

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South, David B. y James L. Rakestraw. "A Loblolly Pine Seedling-Grade by Genotype Study". Southern Journal of Applied Forestry 26, n.º 3 (1 de agosto de 2002): 153–58. http://dx.doi.org/10.1093/sjaf/26.3.153.

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Abstract A loblolly pine (Pinus taeda L.) seedling grade study was established in January 1987 on a Coastal Plain site at Bellville, Georgia. The factorial study involved three seedling grades (Wakeley's Grade 1, 2, and 3) and three half-sib families (#5, 25, 56). Trees were measured at ages 8 and 13 yr. Both family and seedling grade affected survival, height, and diameter at age 8 yr. Survival among families varied by as much as 3 percentage points while there was a 10 percentage point difference between Grade 1 and Grade 2 seedlings. Only family was related to height and diameter at age 13. Volume gains from planting Grade 1 seedlings instead of Grade 3 seedlings varied by family but there were no significant interactions between family and seedling grade. Differences in height among families and among seedling grades decreased over time. At age 8, there was a 5.3 ft difference between the tallest and shortest family but by age 13, the difference declined to 3.7 ft.Overall, planting family 56 instead of family 25 resulted in an additional 645 ft3/ac by age 13. Planting Grade 1 seedlings instead of Grade 3 seedlings produced an additional 303 ft3/ac. Per acre volume differences among families were greater at age 13 than at age 8. In contrast, differences among seedling grades were about the same at age 8 and 13 yr. The overall mean annual increment (MAI) for this study was 207 ft3/ac/yr. In comparison, the MAI for Grade 1 seedlings of family 56 was 239 ft3/ac/yr. South. J. Appl. For. 26(3):153–158.

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Tamara Awad Alobiedallah, Tamara Awad Alobiedallah. "The inclusion of constructivist theory principles, in sixth, Seventh and eighth Grades. Science textbook in Saudi Arabia: اشتمال كتب العلوم لصفوف السادس والسابع والثامن في السعودية على مبادئ النظرية البنائية". مجلة العلوم التربوية و النفسية 5, n.º 29 (29 de agosto de 2021): 65–89. http://dx.doi.org/10.26389/ajsrp.r020321.

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This study aimed at identifying the degree to which constructivist theory principles are included in 6th, 7th, and 8th grades science textbooks in Saudi Arabia. where a content analysis tool, in light of constructivism theory, consisting of (31) sub indicators, within (12) of the constructivist theory principles. The study sample consisted of all topics included in sixth, serauth and eighth grades science textbooks for the school year 2019/2020, however analysis was limited on student's book but not teacher's guidebook, in its first part. Descriptive analytical approach was employed, The results indicated that science books for grades covered the principles of constructivism with a total percentage of (99.6%), At the grade level. Results showed that the content of textbooks for the three grades to gather, principle" encourages learner on collective work came in the last rank with (1%, 0%,3%), For each of them in Succession, Also, content analysis of sixth grade science textbooks showed that the principle of "emphasizes evaluation tools based on constructivisin was ranch first with (20%), Meanwhile, content analysis of seventh grade science textbook showed that the principle highlights interrelationships between ideas in the textbook and learner real life" came in the first order with (20%), while the principle "Considers the treatment of Miscue options acquired, from public life, by learners, with a (21%) and in the first rank, in the eighth grade text book, in the eighth grade text book Based on the results, the researcher presented a set of recommendations and proposals to include the principles of constructivism theory that did not obtain sufficient proportions for students of the studied classes and the general stages of education.

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Clark, S. L., S. E. Schalarbaum y P. P. Kormanik. "Visual Grading and Quality of 1-0 Northern Red Oak Seedlings". Southern Journal of Applied Forestry 24, n.º 2 (1 de mayo de 2000): 93–97. http://dx.doi.org/10.1093/sjaf/24.2.93.

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Abstract Past research has used detailed measurements of various growth characteristics to determine seedling grades and quality of northern red oak nursery stock. This study evaluates the effectiveness of a visual grading process, similar to those found in commercial nursery operations, to distinguish high quality seedlings. Northern red oak (Quercus rubra L.) seedlings were grown for 1 yr at two state nurseries and visually separated into three grades (cull, good, or premium) according to root and shoot characteristics. Approximately 64% of the seedlings grown at each nursery were judged to be of unacceptable size for successful field regeneration. Number of first-order lateral roots (FOLR), height, and root collar diameter (RCD) were measured for seedlings in the good and premium grades. Premium grade seedlings were significantly larger than the good grade seedlings for both nurseries. Phenotypic correlations of growth traits were strongest between number of FOLR and RCD. The results demonstrate that high quality nursery stock can be visually selected into two distinguishable grades. South. J. Appl. For. 24(2):93-97.

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Yaussy, Daniel A. "Green Lumber Grade Yields from Sugar Maple and Basswood Factory Grade Logs". Northern Journal of Applied Forestry 4, n.º 3 (1 de septiembre de 1987): 154–57. http://dx.doi.org/10.1093/njaf/4.3.154.

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Abstract Multivariate regression models were developed to predict green board-foot yields for the common factory-lumber grades processed from sugar maple and basswood factory grade logs. These models use the standard log measurements of grade, scaling diameter, log length, and proportion of scaling defect. Any combination of lumber grades (such as 1 Common and Better) or total yield can be predicted with these models. The coefficients presented here can be used in computer programs related to sawmill simulations, economic modeling, or log-yard inventory systems. North. J. Appl. For. 4:154-157, Sept. 1987.

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Atush Sholihah, N. A., Sarwanto y N. S. Aminah. "Analysis Science Process Skillsof 11th Grade of Senior High School Students". Journal of Physics: Conference Series 1491 (marzo de 2020): 012036. http://dx.doi.org/10.1088/1742-6596/1491/1/012036.

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Wijayanto, Emanuel y Suyoto. "Learning science 4th Grade Solution with Media Kahoot at Elementary School". Journal of Physics: Conference Series 1933, n.º 1 (1 de junio de 2021): 012083. http://dx.doi.org/10.1088/1742-6596/1933/1/012083.

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Malekan, Majid. "Battlegrounds for Control: A Critical Review of the Ontario Grade 1–8 Science Curriculum". Canadian Journal of Science, Mathematics and Technology Education 8, n.º 2 (22 de julio de 2008): 169–87. http://dx.doi.org/10.1080/14926150802169313.

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Basey, John M., Clinton D. Francis y Maxwell B. Joseph. "Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs". Teaching & Learning Inquiry 8, n.º 2 (6 de octubre de 2020): 128–39. http://dx.doi.org/10.20343/teachlearninqu.8.2.9.

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Experimental inquiry-oriented science labs can be designed to have students regulate their own learning and decide when they leave class or to have the teacher regulate student learning and determine when they leave class. In this study, grades were examined relative to student exit times in a student-regulated class design. Preliminary interviews revealed four motivation strategies likely to differentially influence exit times and grades: proficiency, grade-target-A, grade-target-C, and time-limited. Students were categorized into the four groups of motivation strategies with a survey. Twenty teaching assistants teaching three lab sections each taught the stand-alone lab class. Students recorded the time they left class each week. Grades were determined as the overall percentage of points a student received in class. Results of the survey showed that the four motivation strategies were well represented in the student population, and two additional strategies were also frequently seen: a hybrid-1 between proficiency and grade-target-A, and a hybrid-2 between time-limited and grade-target-C. Grades were significantly higher for grade-target-A and hybrid-1 students, followed by time-limited, proficiency, grade-target-C, and hybrid 2. Time spent in class was not significantly different among categories. Students who chose to stay in class longer had significantly higher grades. If a grade is the goal, these results support the idea of a teacher-controlled exit time for the students in these inquiry-oriented labs. Implications are discussed.

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Tesis sobre el tema "Science grade 1"

Shargel, Matthew Joshua. "Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science". Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/shargel/ShargelM0812.pdf.

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How can student iPads be used to increase student learning, student interest, and work efficiency in the middle school science classroom? Â· How will digital science notebooks, based on an iPad platform, impact student attitudes and learning outcomes? Â· Will active, guided instruction impact student knowledge acquisition differently than passive, implicit modes of instruction in both iPad based and traditional notebooks? This action research was conducted on sixth grade students in my middle school science classroom. Each grade level at this private independent school consists of 40 students divided into two science sections of 20 students each.

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Sikes-Thurston, Erin Patricia. "How does taking Algebra 1 by 8th Grade effect Students' High School Science Course-taking Patterns?" Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/95226.

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The objective of this study is to examine the impact of students accessing Algebra 1 in the 8th grade on their science course-taking patterns in high school in a large district in the Mid Atlantic of the United States. This is an important question because many studies have shown that Algebra 1 is a "gatekeeper" course (Adelman, 1999, 2006) but there has not been much research around the impact of who has taken Algebra 1 by 8th grade and what science courses they took as a result of having access to that particular course (Xin Ma, 2009). The data will be supplied by the school district of the last two cohorts of graduating seniors who were in the district from the seventh grade on, so the analysis can be conducted on those who were subject to the same opportunities and policies. The demographic information that will be requested are: Free/Reduced Meal students (FRMS) as a proxy for socio-economic status (SES), gender, race, English as a Second Language (ESOL) level, Special Education (SPED), what grade the students took Algebra, and the science classes they took while they were in high school. The research questions will be analyzed using JMP, a statistics program supplied by Virginia Tech to see if there are any significant differences in which groups of students took Algebra 1 by 8th grade and what kinds of science courses they took. The major findings were that more White and Asian students, and higher SES students accessed Algebra 1 by 8th grade and were enrolled in more rigorous science classes in their high school career than their Black, Hispanic, low SES, Special Education or English Language peers. The results of this study could inform large school districts about the impact of Algebra 1 by 8th grade on students' science course-taking patterns and promote conversations about their policies they create about access to critical courses.
Doctor of Education
The objective of this study is to examine the impact of students accessing Algebra 1 in the 8th grade on their science course-taking patterns in high school in a large district in the Mid Atlantic of the United States. This is an important question because many studies have shown that Algebra 1 is a "gatekeeper" course (Adelman, 1999, 2006) but there has not been much research around the impact of who has taken Algebra 1 by 8th grade and what science courses they took as a result of having access to that particular course (Xin Ma, 2009). The major findings were that more White and Asian students, and higher SES students accessed Algebra 1 by 8th grade and were also enrolled in more rigorous science classes in their high school career than their Black, Hispanic, low SES, Special Education or English Language peers. The results of this study could inform large school districts about the impact of Algebra 1 by 8th grade on students' science course-taking patterns and promote conversations about their policies they create about access to critical courses. The research could be used by school leaders as context for when they examine the participation of students in their upper level science classes. It could also be used by school counselors to better communicate with families about the importance of mathematics preparation and readiness and the impact of those on other college track courses.

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Mendoza, Carmen Irene Reyes. "Comparative Critical Discourse Analysis (CDA): Interplay of Discourses (D / D¹) as Third Grade Urban and Suburban Science Students Engage in Hypothesis Formulation and Observation". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532738.

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Guclu, Aysegul. "Eighth Grade Students&#039". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611357/index.pdf.

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The purpose of the study was to examine the role of test anxiety, academic self-efficacy, and cognitive appraisal processes in predicting eighth grade students&rsquo
emotion regulation strategies during test taking. In addition, gender was included as a predictor in the study. The sample of the study consisted of 778 eighth grade students (398 females and 380 males) in 17 schools of Ç
ankaya and Yenimahalle districts in Ankara. Emotion Regulation during Test Taking Scale (ERT) (Schutz, Distefano, Benson, &
Davis, 2004), Anxiety subscale of Academic Emotions Questionnaire (AEQ) (Pekrun, Goetz, Titz, &
Perry, 2002), and Academic Self-Efficacy Scale (ASE) (Jerusalem &
Schwarzer, 1981) were used to collect the data. Confirmatory factor analyses (CFA) were performed for the ERT, anxiety subscale of AEQ, and ASE scale. All of the scales were working as intended. Cronbach alpha coefficients were .85 for test anxiety, .76 for ASE, and ranged from .58 to .75 for ERT scale. Four separate hierarchical regression analyses were conducted to examine the role of gender, cognitive appraisal processes (goal congruence, agency, and testing problem efficacy), academic self-efficacy, and test anxiety in predicting four emotion regulation strategies: task focusing, tension reduction, wishful thinking, and self blame strategies. For all strategies, almost all of the predictors were found statistically significant. Test anxiety was found to be the most powerful predictor for all the dependent variables. Girls tend to use more emotional regulation strategies than boys.

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Akay, Guler. "The Effect Of Peer Instruction Method On The 8th Grade Students&#039". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612931/index.pdf.

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The purpose of the research study is to investigate the effect of peer instruction method on the 8th grade students&rsquo
mathematics achievement and mathematics attitudes in transformation geometry (fractals, rotation, reflection, translation) in crowded classrooms (more than 50 students). Besides, in this study it was aimed to investigate the gender differences regarding mathematics achievement and mathematics attitude. The study was conducted during the academic year 2009-2010. The sample was consisted of 112 eighth grade students from a public elementary school in Kü
ç
ü
kç
ekmece district in Istanbul. Two classes, instructed by the researcher, were randomly assigned as experimental and control groups. The experimental group students were taught the subject transformation geometry through peer instruction method, while the control group students were taught the subject transformation geometry conventionally. Mathematics Achievement Test (MAT) and Attitude towards Mathematics Scale (ATMS) were administered to students as measuring instruments. The two-way ANCOVA and two-way ANOVA statistical techniques were performed in order to answer to the research questions. Results indicated that the peer instruction method has significant positive effects on students&rsquo
mathematics achievement and attitudes towards mathematics. Also, it was shown that there is not a significant difference between the female and male students&rsquo
mathematics achievement and mathematics attitudes.

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Svensson, Tove. "Lärares användning av IT i skolan : Grad av IT-integrering i undervisningen samt vad som styr detta". Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26589.

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IT är idag en naturlig och integrerad del av samhället, samtidigt påvisar flera rapporter och undersökningar att IT inte fått fullt genomslag i skolan och att användning ofta är i form av en ersättare till ett annat verktyg snarare än ett medel för att utveckla undervisningen och pedagogiken. För att påvisa intentionen har styrdokumenten, såsom skollag och läroplan, reviderats och regeringen tillsatt en Digitaliseringskommission vars identifierade delmål är att digitalisera skolan. Dagens skolsystem är decentraliserat, vilket gör att varje kommun beslutar vilka satsningar de vill göra på IT. Syftet med studien är att beskriva på vilket sätt skolans lokala tolkningar av de nationella besluten gällande IT-användning i skolan (i exempelvis läroplanen), eventuellt påverkar hur och i vilken utsträckning lärare integrerar IT i det pedagogiska arbetet. Följande frågeställningar formulerades: Hur lyder skolledningens lokala tolkning av de nationella besluten kring IT i skolan? Påverkar dessa tolkningar lärarnas syn på IT i det pedagogiska arbetet? Hur och i vilken utsträckning använder lärarna IT i sin undervisning? Undersökningen har följt en kvalitativ metod med en deduktiv ansats. Totalt genomfördes åtta stycken personliga intervjuer med informanter på två kommunala gymnasieskolor. Dessa skolor har så kallad 1:1-satsning, vilket innebär en dator per elev och lärare. Resultatet från intervjuerna analyserades sedan i förhållande till den teoretiska referensramen. Där framkom det bland annat att skolledningens vision gällande användandet av IT inte var helt förankrad bland lärarna och därmed inte i enlighet med teorin. Diskussionen visar på både likheter och skillnader mellan denna studies resultat och tidigare forskning. Den stora skillnaden är att IT-användningen i denna undersökning visar sig vara högre än vad tidigare anger och datorn användes inte av de intervjuade lärarna som endast en ersättare till tidigare verktyg. I slutsatsen besvaras studiens frågeställningar och på så vis kan studiens syfte ses som uppfyllt. Skolledningen anser att IT ska vara en naturlig del av skolan, vilket bland annat visar sig genom 1:1-satsningen som ger lärarna rätt förutsättningar att arbeta digitaliserat. Lärarna anser att IT stödjer deras pedagogiska och didaktiska undervisningsmetoder och använder sig regelbundet av IT och digitala lärresurser.

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Ottosson, Bixo Elin. "Provide pupils with a personal laptop or tablet? : An examination of one-to-one computing programs effect on pupils’ academic performance in primary school, grade 3". Thesis, Uppsala universitet, UCFS, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448628.

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More and more schools worldwide provide their students with an individual digital tool, investments called 1:1 programs. However, there is still limited knowledge about the causal effects of such programs on students’ education outcomes, especially for high-income countries. This paper examines how the implementation of 1:1 programs affects pupils’ average academic performance in primary school (grade 3) in Sweden between 2014/2015-2018/2019. The data is collected from the Swedish National Agency for Education and the Institute for evaluation of labour market and education policy (IFAU) on school level. I use a difference-in-difference design to estimate the effect of 1:1 programs on pupils’ academic performances. The main results in this study indicate that 1:1 initiatives have a small positive effect on student's academic performances in Swedish and mathematics on average, although the effect varies depending on the subtests investigated.

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Bernström, Maria y Elin Pettersson. "RIKTLINJER FÖR BARNMORSKOR VID SUTURERING AV BRISTNING GRAD 1 OCH 2 : En kvantitativ deskriptiv totalundersökning". Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53197.

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Miklaszewska, Beata y Malgorzata Gosia Sygdziak. "Art as a form of expression in the teaching of theoretical subjects in grades 1-5". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30773.

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Syftet med denna kvalitativa studie är att undersöka pedagogernas förhållningssätt till bild och användning av bild som en uttrycksform vid undervisningen av de teoretiska ämnena i skolår 1-5. I undersökningen vill vi även diskutera om pedagogernas intresse, erfarenheter eller kunskaper inom bildområdet kan styra eller påverka deras val av implementering av bilden i undervisningen. Undersökningen bygger på kvalitativa intervjuer med sex pedagoger bestående av fyra lärare och två fritidspedagoger alla verksamma inom skolår 1-5. Analysen tolkas med hjälp utav forskarna Skinner, Piaget och Vygotskijs olika teorier om barns utveckling, lärande och inlärning samt av andra teorier relevanta för ämnet och av skolans styrdokument. I undersökningen framgår att alla pedagogerna har en positiv inställning till bild som uttrycksform och att alla pedagogerna arbetar i någon utsträckning med bild i undervisningen. Trots det har vi kunnat urskilja att pedagogernas intresse, erfarenhet samt kunskap påverkar i en viss mån deras sätt att implementera bilden i undervisningen samt påverkar deras förhållningssätt till bild. Vår slutsats blir att det behövs ytterligare mer kunskap samt medvetenhet om hur bilden kan implementeras i olika undervisningsmoment och utgöra en naturlig del av undervisningen.

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Karacan, Nurten. "The Effect Of Self-esteem Enrichment Bibliocounseling Program On The Self-esteem Level Sixth Grade Students". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610804/index.pdf.

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This study aims to design and investigate the effect of Self-Esteem Enrichment Bibliocounseling Program on the self-esteem level of sixth grade students. Twenty four subjects (13 female, 11 male) out of 166 total sixth grade students from a university affiliated private middle school in Ankara, were randomly selected based on Coopersmith Self-Esteem Inventory (CSEI) total scores and assigned to treatment and no-treatment control group conditions. An experimental design with one selfesteem treatment group and one no-treatment control group, and two measurements (pre and post) were used to investigate the effectiveness of Self-Esteem Enrichment Bibliocounseling Program. The treatment program developed by the researcher was introduced to subjects during eight weeks. The group sessions were held once a week. Each session lasted 80 minutes. Mixed Design (one between and one within factor) Repeated-Measures Analysis of Variance (ANOVA) was employed to the pre-test and post-test CSEI scores of experimental and control group subjects. Results indicated that, the Self-Esteem Enrichment Bibliocounseling Program employed to the treatment group produced significant increase in treatment group subjects self-esteem scores.

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Libros sobre el tema "Science grade 1"

Hsp. Science: [Grade 1]. [Orlanda, Fla.]: Houghton Mifflin Harcourt, 2010.

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Bellingham School District No. 501 (Wash.). Science and health in grades K-1-2, grade one. Bellingham, Wash: The Schools, 1988.

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Science, grade 1 lab manual: Harcourt school publishers science. [Place of publication not identified]: Holt Mcdougal, 2006.

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Science Grade 1. Good Apple Inc, 2000.

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Science Grade 1. Harcourt School Publishing, 2007.

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Science: Grade 1. Christian Schools Intl, 2004.

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Moyer, Richard, Jay Hackett y Lucy Daniel. Science: Grade 1. McGraw-Hill/Glencoe, 2007.

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Foresman, Scott. Interactive Science, Grade 1. Scott Foresman, 2010.

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VAUGHN, STECK. Life Science Grade 1. Steck-Vaughn, 1999.

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Science Fusion, Grade 1. Houghton Mifflin Harcourt, 2012.

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Capítulos de libros sobre el tema "Science grade 1"

Weik, Martin H. "grade". En Computer Science and Communications Dictionary, 686. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_8010.

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Weik, Martin H. "service grade". En Computer Science and Communications Dictionary, 1558. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_17085.

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Weik, Martin H. "subvoice-grade". En Computer Science and Communications Dictionary, 1685. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18525.

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Weik, Martin H. "voice grade". En Computer Science and Communications Dictionary, 1902. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_20906.

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Weik, Martin H. "data-grade circuit". En Computer Science and Communications Dictionary, 348. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_4286.

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Weik, Martin H. "trunk-grade service". En Computer Science and Communications Dictionary, 1841. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_20181.

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Weik, Martin H. "special-grade trunk". En Computer Science and Communications Dictionary, 1627. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_17833.

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Weik, Martin H. "special-grade user". En Computer Science and Communications Dictionary, 1627. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_17834.

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Weik, Martin H. "telegraph-grade circuit". En Computer Science and Communications Dictionary, 1748. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_19210.

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Weik, Martin H. "subvoice-grade channel". En Computer Science and Communications Dictionary, 1685. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18526.

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Actas de conferencias sobre el tema "Science grade 1"

Chini, Michael. "Towards Attosecond Science with Industrial-Grade Lasers". En Laser Science. Washington, D.C.: OSA, 2020. http://dx.doi.org/10.1364/ls.2020.lth5f.1.

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Horasirt, Yupaporn y Chokchai Yuenyong. "Grade 1 to 6 Thai students’ existing ideas about light: Across-age study". En INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019552.

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JADE, CHRISTIANA, JOHN MAR, LYNN M y MARA CHARINA. "Reading Materials Versus Grade Level Is There A Match". En Third International Conference on Advances In Economics, Social Science and Human Behaviour Study - ESSHBS 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-085-9-73.

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Ahmad, K. I. "T300 Carbon/Epoxy Torsion Bar as a Replacement to Grade 5 Titanium in Formula 1 Using Finite Element Analysis". En 2nd International Conference on Advanced Research in Applied Science and Engineering. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.rase.2020.03.95.

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Sari, Desi Indah y Siti Imroatul Maslikah. "The influence of the reading concept map number head together (Remap-NHT) learning model on the communication skills students of eleven grade science SMAN 1 sampang". En THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043403.

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Juniar, Anna, Albinus Silalahi, Retno Suyanti y Dewi Sartika. "The Effect of Implementation of Guided Inquiry-Based Model Towards Students’ Science Process Skill and Achievements on The Topic of Salt Hydrolysis in Natural Science Eleventh Grade SMA Negeri 1 Binjai". En Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-10-2018.2287194.

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Rengur, Zul Aini y Sugirin. "The Effectiveness Of Using Comic Strips To Increase Students’ Reading Comprehension For The Eight Grade Of SMPN 1 Pundong". En Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.24.

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Christiana, Elisabeth y Vryscha Novia Ningsih. "Efectivity of Expressive Writing Technique to Increase The Emotional Anger Management to 10th Grade Electrical Engineering Student In State Vocational High School 1 Driyorejo, Gresik, East Java". En 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.73.

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Ratu, Mayang Sari Mustika, Rahmat Kartolo, Radhitullah, Sari Sukawati, Trisnawati Siregar y May Narlin. "Students’ Ability to Construct Negotiated Text: A Text and Context Study in Tenth Grade Students at Vocational High School Prayatna 1 Medan 2020-2021 Academic Year". En First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210312.049.

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Rahmawati, Endah y Muh Farozin. "Improving Interpersonal Communication Skills through Group Discussion Techniques in Grade VIII Students of SMP Negeri 1 Wates and SMP Negeri 3 Wates". En Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.47.

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Informes sobre el tema "Science grade 1"

Flick, L. B. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Final report, September 1, 1992--February 28, 1994. Office of Scientific and Technical Information (OSTI), diciembre de 1995. http://dx.doi.org/10.2172/10105824.

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Flick, L. B. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Annual report, September 1, 1992--August 31, 1993. Office of Scientific and Technical Information (OSTI), diciembre de 1995. http://dx.doi.org/10.2172/10105828.

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BEST: Bilingual environmental science training: Grades 1--2. Office of Scientific and Technical Information (OSTI), marzo de 1996. http://dx.doi.org/10.2172/205070.

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