Includes bibliographies / 128 leaves : ill ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Physical and Inorganic Chemistry, 1987

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Dec. 21, 2007). Includes bibliographical references.

Graduation date: 2002

This study aims to develop assessment which measures learning progressions for important scientific concepts such as oxidation-reduction (redox) and to identify students¡¦ zone of proximal development (ZPD) through teaching practice incorporating assessment feedback. The assessment items of redox were developed based on the framework of the BEAR (Berkeley Evaluation and Assessment Research) Assessment System. Six experts from chemistry, science education, and educational assessment, and three high school chemistry teachers with fruitful instructional experiences were recruited into the assessment team. Through 24 panel discussions, 28 ordered multiple-choice items were developed. Two samples of Taiwanese middle-school students participated in the test development: one for item revision and the other for validation. Sample 1 and 2 consisted of 626 middle school students (304 8th graders and 322 9th graders) and 903 9th graders, respectively. The materials for instruction integrated assessment feedback were designed by the researcher and two middle-school science teachers through seven group meetings. A teaching experiment was implemented to examine the effect of assessment feedback on students¡¦ understandings of redox and to identify their ZPD. The teaching experiment employed a quasi-experiment with a non-equivalent-group pretest-posttest design. Participants were 196 eighth graders (101 boys and 95 girls) from three middle schools. The findings showed that (a) the BEAR assessment system and Rasch measurement approaches provided a feasible framework for developing validated tools to assess learning progressions; (b) the empirical data supported students¡¦ learning of redox concept usually progressed ¡§from uni-structure to multi-structure¡¨ and ¡§from discrete sub-concepts to integrated concepts¡¨; (c) the teaching practice integrated assessment feedback effectively facilitated students¡¦ understanding of scientific concepts; (d) the assessment of learning progressions provided a mechanism for identifying students¡¦ ZPD and helped realize the abtract idea of ZPD in teaching practices. The main contributions of the study included (a) demostrating how to carry out the idea of ZPD into teaching practices through linking learning progressions and ZPD; (b) presenting how to apply BEAR assessment system and Rasch techniques to develop tools for assessing learning progressions; (c) developing a set of items for assessing learning progressions of redox and a series of materials for teaching practices integrated assessment feedback.

Thesis (Ph.D)--Chemistry and Biochemistry, Georgia Institute of Technology, 2007. / Committee Chair: Sheldon May; Committee Members: Nicholas Hud, Stanley Pollock, James Powers, and Gerald Pullman. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains xiii, 93 p. : ill. (some col.), map (part col.). Includes abstract. Includes bibliographical references (p. 91-93).

Thesis--Ph. D., University of Hong Kong, 1982. / Cover title.

Thesis--Ph. D., University of Hong Kong, 1982.

M. Tech. Chemical Engineering. / Discusses the scope of this research study composes of three interactive steps. The first step involves the design of the specific zeolite system (ZSM-5) and the set-up of an autoclave reactor for the hydrothermal synthesis of this and other zeolites and nano materials, then the oxidation catalyst (TS-1) development, i.e. the substitution of aluminium with titanium in the zeolite framework, and finally the formulation and preparation of the isomorphous Silicalite zeolite by omitting the aluminium in the synthesis. And further, set-up of suitable equipments and apparatus for the catalytic testing of the Titanium Silicalite-1 in the oxidation reaction of phenol as the test reaction. Therefore, the overall objectives of this research are: set up an autoclave reactor for the hydrothermal synthesis, formulation of a synthesis recipe for MFI family of catalysts in the laboratory, synthesis of ZSM-5, Silicalite-1, and TS-1 zeolites catalysts in the laboratory, characterization and optimization of the of catalysts listed above, testing the Ti-Silicalite catalyst in the oxidation reaction of phenol with hydrogen peroxide, as the oxidant, set up analytical system (Gas Chromatography, ASS) for analysis of catalyst performance in the oxidation reaction, Evaluate the conversion of the reaction and the selectivity of the individual catalysts reaction Evaluate the conversion of the reaction and the selectivity of the individual catalysts reaction and verify results obtained and compare with systems described in the literature.

published_or_final_version / Chemistry / Doctoral / Doctor of Philosophy