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The difference between traditional learning environment and information enriched learning environment on the acquisition and transfer of higher order thinking skills in a biological contextYip, Wing-shun. January 1998 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 104-107). Also available in print.
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Relations between the United States and the People's Republic of China in the modernization of science and technology in ChinaChristoff, Peggy Spitzer, January 1984 (has links)
Thesis (Ph. D.)--American University, 1984. / Includes bibliographical references (leaves 403-418).
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Fang Lizhi's big bang science and politics in MAO's China /Williams, James Harley. January 1994 (has links)
Thesis (Ph. D.)--University of California at Berkeley, 1994. / Includes bibliographical references (leaves 714-746).
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The attitudes and beliefs of a female science teacher implications in relation to gender and pedagogical practice /Zapata, Mara. Gallard, Alejandro J. January 2005 (has links)
Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Alejandro J. Gallard, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains xii, 178 pages. Includes bibliographical references.
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Cultural bias in the attainment of concepts of the biological cell by elementary school childrenBilleh, Victor Yacoub Issa, January 1969 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Renovating Baconianism, reading Bacon : the fathering of science /Desroches, Dennis. January 1900 (has links)
Thesis (Ph.D.)--McMaster University, 2001 / Includes bibliographical references (leaves 236-241). Also available via World Wide Web.
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Die Entwicklung der Naturwissenschaften an der Universität Marburg von 1750 bis zur Westfälischen Zeit /Hackenberg, Roslind, January 1972 (has links)
Thesis--Marburg. / Includes bibliographical references (p. 251-261).
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Influence of explicit instruction and reflection on mathematics and science teaching fellows' views of the nature of scienceMumba, Frackson. Hunter, William J. F. Lorsbach, Anthony W. January 2005 (has links)
Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 27, 2006. Dissertation Committee: William J.F. Hunter, Anthony Lorsbach (co-chairs), Jerry L. Jinks, Thomas Crumpler. Includes bibliographical references (leaves 240-257) and abstract. Also available in print.
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Western Cape Senior Phase Learners' Conceptions of Magnetism, Chemical Change of substances and the EnvironmentAyano, Elizabeth Idowu January 2018 (has links)
Magister Educationis - MEd (Mathematics and Science Education) / A large percentage of South African learners held inadequate or alternative conceptions
that might hinder them from developing a valid understanding of various scientific concepts
and generalizations. This study explored the conceptions of Senior Phase learners on
magnetism, chemical change of substances and the environment. More explicitly, the study
attempted to investigate the influence of the learners" age, language and gender issues on their
understanding of these scientific concepts. The study is underpinned by socio-cultural
constructivism as espoused by Vygotsky (1978).
The research sample comprised 250 Senior Phase learners (grades eight and nine) from
secondary schools in the Metro Central District in the Western Cape. The study used the
following six research instruments for data collection: Science Achievement Test (SAT),
Context Test, Cloze Test, Picture Test, Science Vocabulary Test and an interview schedule.
The tests were administered to all the participants while the interview was conducted with six
participants.This study was a descriptive research of a survey type and data was collected and
analyzed using both quantitative and qualitative methods.The data collected was analyzed
quantitatively using the Statistical Package for Sciences (SPSS) in order to obtain descriptive
statistics that were used to explore the conceptions of senior phase learners in magnetism,
chemical change substances and the environment in the Metro Central district while data from
the tape recorder and notes taken during the interview, were analyzed qualitatively.
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A new spirit rising among us: Urban youth environmental activistsHabib, Deborah Leta 01 January 1996 (has links)
The multicultural and environmental education movements have constituted significant political and educational forces over the last several decades. However, there has been little merger of these in terms of constituencies, ideologies and agendas. In schools, environmental and multicultural education are most often considered occasional additives rather than core curriculum, and rarely are they introduced as interconnected. Educational curricula and programs that support young people, particularly in but not limited to urban areas, in exploring connections between social and environmental issues and becoming knowledgable and conscientious decision makers, leaders and activists are urgently needed. Urban youth involved in environmental issues represent a venue for bridging multiculturalism and environmentalism as change agents who bring multiple cultural perspectives, wisdom, and leadership potential to the discourse. This research study explores conditions that promoted environmental activism and leadership among urban youth. An interview-based methodology was used to gain insights into the experiences and perceptions of twelve young people, male and female, who live in urban areas and are of diverse cultural and ethnic backgrounds. The analysis explores influences such as family, culture, neighborhood and school in shaping the study participants' perceptions and involvement in environmentalism. Their perspectives challenge limited and sterotypical definitions of environmental issues and support the notion that 'environment' is a socially constructed concept. The youth illustrate this in the examples of urban environmental concerns they identify and discuss as important to their lives and communities. Their experiences as youth activists and the nature of their activism is explored, including the importance of adult support and membership in community to sustaining their involvement. Their perceptions of leadership as a collaborative process, informed visions for rethinking schooling, and clarity in terms of educational and career aspirations reinforce their importance as contributors to the discourse on environmentalism. The lessons learned from this research are translated into recommendations for rethinking curriculum development and teacher education from a multicultural environmental perspective, and building alliances between schools and community and national organizations.
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