• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 103
  • 12
  • 5
  • 5
  • 5
  • 5
  • 5
  • 5
  • 4
  • 3
  • 2
  • 2
  • 1
  • 1
  • 1
  • Tagged with
  • 156
  • 156
  • 38
  • 34
  • 33
  • 29
  • 25
  • 18
  • 17
  • 16
  • 13
  • 11
  • 11
  • 11
  • 10
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
21

The reliability of the force and motion conceptual evaluation /

Davenport, Glen, January 2008 (has links)
Thesis (M.S.) in Teaching--University of Maine, 2008. / Includes vita. Includes bibliographical references (leaves 95-98).
22

Interaction of learning approach with concept integration and achievement in a large guided inquiry organic class

Mewhinney, Christina. Mason, Diana Sue, January 2009 (has links)
Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.
23

The effect of delay of information feedback and task complexity on the identification of concepts

Bourne, Lyle Eugene, January 1956 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1956. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 46-47).
24

A study of the development of the concept of numbers from two perspectives the conceptual learning and development model and the theory of Piaget /

Atweh, William F. January 1978 (has links)
Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 202-207).
25

The effects of advance organizers and within-text questions on the learning of a taxonomy of concepts

Bernard, Michael Edwin, January 1975 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
26

How a master teacher uses questioning within a mathematical discourse community /

Contreras, Omel A. January 2006 (has links) (PDF)
Thesis (M.A.)--Brigham Young University. Dept. of Mathematics Education, 2006. / Includes bibliographical references (p. 61-64).
27

College students' understanding of rational exponents a teaching experiment /

Elstak, Iwan Rene, January 2007 (has links)
Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 223-231).
28

The effects of concept mapping on learning approach and meaningful learning /

Moxness, Katherine January 1991 (has links)
No description available.
29

Evidence for serial learning of multiple cues in concept identification.

Clement, Marc A. 01 January 1972 (has links) (PDF)
The fact that some subjects learn both relevant dimensions in a relevant redundant cue concept identification problem has been offered in sudport of the use of a multiple look strategy by subjects. The present study shows that subjects are «o3 i > assarily using a multiple look strategy but rather may be using a one-look strategy to solve the problem. This was shown by asking one group of subjects to stop responding and state their solution to the problem when they felt that they had solved the problem. They then continued responding until they hac completed a fairly large number of consecutive correct responses. At this point they were again quizzed on their solution. A total of 46 subjects were run in this group and of this number, 19 were identified as two cue learners at the end of the criterion run. Of these 19 two cue learners only 5 had learned about the two relevant cues at the solution trial. These results were compared with a group of subjects who solved the problem without being stopped. Of the H6 subjects run in this group 18 were classified as two cue learners at the end of the criterion run. The results are discussed in terms of supporting a one-look interpretation of concept identification learning.
30

Frequency of features of irrelevant dimensions in a geometric feature identification task /

Wilson, Patricia Simmons January 1982 (has links)
No description available.

Page generated in 0.0833 seconds