Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher’s classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration™, fostered construction of students’ concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration™ software.

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Dept. of Philosophy) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (M.S. in civil engineering)--Washington State University, December 2009. / Title from PDF title page (viewed on Jan. 15, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 30-31).

Thesis (Ph. D.)--Columbia University. / "Being vol. XIII, no. 1, of Columbia university contributions of philosophy, psychology and education. The results, of this research were presented before the Section of anthropology and psychology of the New York academy of sciences, and the monograph is published under the auspices of the Academy."

This study investigated domains within the tasks of ordination, cardination and natural number. In addition, it examined the sequencing of the development of established domains between ordination, cardination and natural number. One hundred and forty-eight children were individually given a test designed to ascertain the presence of arithmetic related skills. The task of cardination was designed to detect the ability to associate numbers with sets containing a group of elements ranging from one to five. The task of ordination was designed to detect the ability to associate a number with a relative position within a group of ordered objects. The task of natural number assessed children's ability to add numbers with a sum equal to five or less. Latent structure analysis was used to analyze the results. Four different models were used in order to establish domains within each task. The four models that were used tested independence, equiprobability, ordered relations and asymmetrical equivalence. The results showed two domains for cardination. One item in a set constituted one domain while three and five items in a set constituted a second domain. The domain for ordination included relative positions one, three and five. In regards to natural number, the results showed a permeable domain. There was some indication of ordering but it was not strong enough to yield separate domains. The same models were then used to compare across the different tasks. The results showed that the easiest cardination domain developed before ordination and natural number. The results also showed that the ordination task was equivalent to one of the natural number tasks. All of the other comparisons between cardination, ordination and natural number yielded asymmetrically equivalent relations. That is, there was an ordering but the ordering was not strong enough to establish separate domains.

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Tyrimo objektas – Lietuvos Didžiosios Kunigaikštystės teritorializacijos procesas XIV – XVI a. LDK teritorializacijos procesas prasidėjo vakarinėje LDK dalyje XIV a. 2 pus. Tai buvo sąlygota pažangesnių Lietuvos kaimyninių valstybių iniciatyvos delimituoti teritorijas. Pirmiausiai buvo sudarytas Lietuvos ir Mazovijos kunigaikštystės susitarimas dėl teritorijų limitacijos, pastaroji siekė apsaugoti savo žemes nuo potencialios lietuvių grėsmės. Tačiau tai tik epizodas. Esminis Lietuvos teritorializacijos proceso lūžis buvo Lietuvos ir Ordino delimitacinių procesų plejada, kuri buvo inicijuota politiškai aktyvios kaimyninės vokiečių valstybės. Ordinas suvokė delimitacinių procesų prasme, o Lietuvos valdantysis sluoksnis, regis, dar ne. Tačiau vokiečiai, siekdami delimituoti savo valstybės teritoriją, kartu skatino Lietuvos valstybės vakarinės dalies teritorinį tapsmą. Ši LDK dalis ypatingai teritorializacijos proceso buvo paliest valdant Vytautui. Šio valdovo laikais buvo nustatytos vakarinės LDK politinės sienos, kurios reiškė įtakos sferų tarp valstybių pasidalinimą. Po Vytauto delimitacinių procesu akcijos, XV a. 2 pus. prasidėjo rytinės LDK dalies teritorializacijos procesas, kurį sąlygojo galingos kaimyninės valstybės – Maskvos iškilimas. Taigi, rytinės LDK dalies teritorializacija buvo sąlygota politinių oponentų susidūrimo, kuris brėžė šių valstybių teritorijų sienas. Šios dalies teritorinis tapsmas, regis, tesėsi iki XVI a. vid. XV a. 2 pus. vakarinėje LDK dalyje, tarp... [toliau žr. visą tekstą] / Summary. The object of this research is to understand the territorialization process in the 14 - 16 centuries Grand Duches of Lithuania (GDL) and to find out the connect of the state territory and ruling class. First of all, bared on historiography we will try to find out the common formation process of the territorial state in Middle age. This will help to choose other criterions. In the second chapter GDL territorialization process is analized widely. The first stage in this process was determined by neighbour countries, such as Mazovia and the Teutonic Order. The Order, being aktiv territorial state, stimulated the interest of borders delimitation with GDL. The biggerst act of delimitation take part at the time of Great duke Vytautas. At the time of the latter rule the first Border between GDL and Order appears. In the third decade of the 15th century was passed to borde renovation process. The end of the process wan in 16 century. But, the border renovation process at the 16th century very intensive. It depend on inside colonization control. The collision of both borderland dvellers modificated state border. In 1545 the border between GDL and Prussiae was estabilished and the colomn with state coat of arm and inscription was made. It shows the concepsio of the state territory border. In the 16th century state line border appears. It’s traits: populated borderland; detailed border marking; borders have to correspond to all social classes land limits; borders should have... [to full text]