Thesis (M. Sc.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 336-343). Available also in a digital version from Dissertation Abstracts.

No description available.

Thesis (MSc. (Construction Management)) -- University of Pretoria, 2006. / Abstract in English. Includes bibliographical references.

Thesis (M. Hous. M.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 125-133).

Thesis (M.S.)--Brigham Young University. Dept. of Technology, 2005. / Includes bibliographical references (p. 63-64).

Thesis (MScEng)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (M.S.)--Brigham Young University. Dept. of Technology, 2006. / Includes bibliographical references (p. 53-55).

Th.--Droit--Paris 2, 1980.

In green building there is a requirement for the collaboration of students from different disciplines in order to solve challenging problems. Successful collaboration depends on the establishment of a common understanding of the subject matter among those involved. To gain common understanding concept learning is critical. A concept learning process may be improved when factors affecting it are addressed. Prior knowledge and learning styles of the students may influence the way they learn concepts. This thesis is focused on studying the relationship between a concept learning process and prior knowledge and learning styles of students. An experiment was conducted by giving students concepts customized to their prior knowledge and learning styles. Tests were conducted at various stages and they were statistically analyzed with t-tests to determine if a difference existed between the two groups. The results indicated that the group which was given the customized material showed improvement in their concept learning over the group who were taught conventionally.