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  • 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.
41

The origins of a professional mathematics education program at Teachers College /

Donoghue, Eileen Frances. January 1987 (has links)
Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: J. Philip Smith. Dissertation Committee: Bruce R. Vogeli. Bibliography: leaves 289-304.
42

Building concept images : supercalculators and students' use of multiple representations in calculus /

Hart, Dianne K. January 1991 (has links)
Thesis (Ph. D.)--Oregon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 292-297). Also available on the World Wide Web.
43

Linking procedural and conceptual understanding of decimals through research based instruction /

Schmid, Gail Raymond. January 1999 (has links)
Thesis (M.S.)--Central Connecticut State University, 1999. / Thesis advisor: Dr. Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]." Includes bibliographical references (leaves 74-75).
44

Analysis of the psychometric properties of two different concept-map assessment tasks /

Plummer, Kenneth James, January 2008 (has links) (PDF)
Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2008. / Includes bibliographical references (leaves 139-146).
45

The development and validation of science learning inventory (SLI) a conceptual change framework /

Seyedmonir, Mehdi. January 2000 (has links)
Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xii, 203 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-142).
46

Sensory-motor and verbal foundations of concept acquisition: a study in early childhood.

Nelson, Gordon Kenneth, January 1973 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
47

Effects of concept mapping on learning anatomy and transfer of anatomy knowledge to kinesiology in health sciences students

Huber, Frances E. January 2001 (has links)
Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 220 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 144-154).
48

Learning the categories count noun and mass noun

McPherson, Leslie M. (Leslie Margaret) January 1988 (has links)
No description available.
49

The effects of prior knowledge on concept learning : an issue of function compatibility

Varshney, Nicole Memorice. January 1996 (has links)
This study examines how prior knowledge influences future learning. Although it has been established that prior knowledge does have a strong impact on later learning, it is not clear how this effect manifests itself. Previous research suggests that one way to examine the effects of knowledge on learning is to compare subtasking, that is, dividing a task into subsets, to unstructured learning, or learning "all-at-once". Neural network simulations using the cascade-correlation learning algorithm predict that subtasking facilitates learning when it involves learning a function that is compatible (i.e., logically consistent) with the rest of the task, and hinders learning when it involves learning a function that is incompatible with the rest of the task (Tetewsky, Shultz, & Takane, 1995). Two experiments were conducted to test these predictions using a concept learning task, measuring the number of trials required for participants to correctly classify 16 stimuli, consisting of key images defined by four binary dimensions, into two groups based on a relationship between the stimulus dimensions that was either simple or complex. The results indicated that the simple subtasking condition provides a good example of the effects of function compatibility, in that depending on what regularity participants extract in the first subset, learning of the rest of the task is facilitated or hindered as compared to all-at-once learning. The complex condition shows that some participants extracted a function in the first subset that was compatible with the rest of the task, thus facilitating learning as compared to all-at-once learning. However, for other participants, the knowledge acquired in subtasking is inaccessible in later learning. These findings provide evidence for the psychological validity of the simulations. Implications to part-whole transfer and applications in concept learning research are discussed.
50

Using human examples to teach Mendelian genetic concepts : assessing acquisition and retention

Moore, John M. January 1989 (has links)
This study was designed to investigate whether or not Mendelian genetics instruction using human examples, in contrast to traditional genetic examples, would facilitate the acquisition and retention of four genetic concepts: (1) complete dominance, (2) incomplete dominance, (3) law of segregation, and (4) law of independent assortment. A pre/post/delayed-posttest was designed to assess the acquisition and retention of the concepts and the formation of misconceptions of genetic concepts. A written Piagetian Task Instrument (PTI) was employed to detect cognitive growth toward the formal operational level of thought.Eighty ninth-grade biology students from Marion High School, Marion, Indiana were used in the study. The students were assigned randomly to two control and two treatment groups. Students in the control groups. were instructed in Mendelian genetics using traditional genetic examples to explain the concepts. Students in the treatment groups were instructed in Mendelian genetics using only human examples to explain the concepts.Students who were instructed in Mendelian genetics using human examples acquired and retained those concepts better and acquired fewer misconceptions than students who were instructed using traditional examples.Students who were instructed in Mendelian genetics using human examples did not differ from those instructed via traditional examples with respect to their movement from concrete operational toward formal operational thought. / Department of Biology

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