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Artykuły w czasopismach na temat "Effect of science education on"
OZDEMIR, Yahya, i Mustafa OZTAS. "Effect of Science and Technology Parks in Engineering Education". Global Journal For Research Analysis 3, nr 2 (15.06.2012): 80–82. http://dx.doi.org/10.15373/22778160/february2014/25.
Pełny tekst źródłaDienye, N. Emiya. "The Effect of Inservice Science Education". British Journal of In-Service Education 14, nr 1 (grudzień 1987): 48–55. http://dx.doi.org/10.1080/0305763870140110.
Pełny tekst źródłaKamstrupp, Anne Katrine. "The wow-effect in science teacher education". Cultural Studies of Science Education 11, nr 4 (26.02.2016): 879–97. http://dx.doi.org/10.1007/s11422-015-9684-6.
Pełny tekst źródłaHartmann, Stefan, Annette Upmeier zu Belzen, Dirk Krüger i Hans Anand Pant. "Scientific Reasoning in Higher Education". Zeitschrift für Psychologie 223, nr 1 (styczeń 2015): 47–53. http://dx.doi.org/10.1027/2151-2604/a000199.
Pełny tekst źródłaAlahmari, Khalid A., Kanagaraj Rengaramanujam, Ravi Shankar Reddy, Paul Silvian Samuel, Irshad Ahmad, Venkata Nagaraj Kakaraparthi i Jaya Shanker Tedla. "Effect of Disability-Specific Education on Student Attitudes Toward People With Disabilities". Health Education & Behavior 48, nr 4 (11.03.2021): 532–39. http://dx.doi.org/10.1177/1090198121995774.
Pełny tekst źródłaKARACA, Tulin, i Ozlem KORAY. "The Effect of Using the Creative Reversal Act in Science Education on Middle School Students’ Creativity Levels". Eurasian Journal of Educational Research 17, nr 67 (22.01.2017): 199–214. http://dx.doi.org/10.14689/ejer.2017.67.12.
Pełny tekst źródłaEmdin, Christopher, i Okhee Lee. "Hip-Hop, the “Obama Effect,” and Urban Science Education". Teachers College Record: The Voice of Scholarship in Education 114, nr 2 (luty 2012): 1–24. http://dx.doi.org/10.1177/016146811211400205.
Pełny tekst źródłaChen, Kun-Dang, Xiaojie Wan i Ping-Kuo Chen. "Learning Outcomes for Improving Science Entrepreneurship in Higher Education". SAGE Open 11, nr 1 (styczeń 2021): 215824402097467. http://dx.doi.org/10.1177/2158244020974678.
Pełny tekst źródłaYaman, Süleyman, i Şadiye Karaşah. "EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS". Journal of Baltic Science Education 17, nr 1 (20.02.2018): 65–83. http://dx.doi.org/10.33225/jbse/18.17.65.
Pełny tekst źródłaKonu Kadirhanogullari, Meryem, i Esra Ozay Kose. "Project-Based Learning in Science Education: A Bibliometric Network Analysis". International Journal on Studies in Education 6, nr 1 (28.12.2023): 85–108. http://dx.doi.org/10.46328/ijonse.200.
Pełny tekst źródłaRozprawy doktorskie na temat "Effect of science education on"
Seker, Hayati. "The Effect of Using the History of Science in Science Lessons on Meaningful Learning". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094838671.
Pełny tekst źródłaWallace, Nicole N. "The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14004.
Pełny tekst źródłaIreland, Julie D. "The effect of reading performance on high school science achievement". Thesis, Curtin University, 1987. http://hdl.handle.net/20.500.11937/416.
Pełny tekst źródłaLockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science". Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.
Pełny tekst źródłaIreland, Julie D. "The effect of reading performance on high school science achievement". Curtin University of Technology, Science and Mathematics Education Centre, 1987. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9810.
Pełny tekst źródłastudy improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.
Taneja, Anju. "Argumentation in Science Class| Its Planning, Practice, and Effect on Student Motivation". Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133198.
Pełny tekst źródłaStudies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura’s construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students’ engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation—active learning strategy—significantly increased. Quantitative findings also indicate that teachers’ use of multiple methods in teaching science can affect various constructs of students’ motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.
Jones, A. C. "The effect of the National Curriculum and its changes on science teachers". Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284109.
Pełny tekst źródłaJackson, Diann Carol. "The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Pełny tekst źródłaRamsey, Susan. "THE EFFECT OF THE ADVANCED PLACEMENT TRAINING AND INCENTIVE PROGRAM ON INCREASING ENROLLMENT AND PERFORMANCE ON ADVANCED PLACEMENT SCIENCE EXAMS". VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2765.
Pełny tekst źródłaDietz, Laura Elizabeth. "Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737.
Pełny tekst źródłaKsiążki na temat "Effect of science education on"
J, Marzano Robert, red. Enhancing the art & science of teaching with technology. Bloomington, IN: Marzano Research Laboratory, 2014.
Znajdź pełny tekst źródłaHenderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. Washington, DC: U.S. Environmental Protection Agency, Office of Research and Development, 1993.
Znajdź pełny tekst źródłaR, Holman Steven, Mortensen Lynn L i United States. Environmental Protection Agency. Office of Research and Development, red. Global climates--past, present, and future: Activities for Integrated Science Education. [Washington, D.C.?]: U.S. Environmental Protection Agency, Office of Research and Development, 1993.
Znajdź pełny tekst źródłaHenderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. [Washington, D.C.?]: U.S. Environmental Protection Agency, Office of Research and Development, 1993.
Znajdź pełny tekst źródłaR, Holman Steven, Mortensen Lynn L i United States. Environmental Protection Agency. Office of Research and Development., red. Global climates--past, present, and future: Activities for Integrated Science Education. Washington, DC: U.S. Environmental Protection Agency, Office of Research and Development, 1993.
Znajdź pełny tekst źródłaR, Holman Steven, Mortensen Lynn L i United States. Environmental Protection Agency. Office of Research and Development., red. Global climates--past, present, and future: Activities for Integrated Science Education. Washington, DC: U.S. Environmental Protection Agency, Office of Research and Development, 1993.
Znajdź pełny tekst źródłaAustralian Academy of Sciences. Science and Industry Forum. Meeting. Education for skills and technological competence: Report of the 49th meeting of the National Science and Industry Forum. Canberra, ACT: Australian Academy of Science, 1991.
Znajdź pełny tekst źródłaCamilucci, Shelley Lynn. The effect of gender, amount of education and orientation toward science on level unsubstantiated beliefs. Sudbury, Ont: Laurentian University, Department of Psychology, 1990.
Znajdź pełny tekst źródłaNg, Tang Nah. The effects of science education on national economic growth in the world and Singapore. Singapore]: Department of Sociology, National University of Singapore, Republic of Singapore, 1999.
Znajdź pełny tekst źródłaVetter, Betty M. Federal support for science and engineering education: Effect on output of scientists and engineers, 1945-1985. [Washington, D.C.?: The Office, 1987.
Znajdź pełny tekst źródłaCzęści książek na temat "Effect of science education on"
Özçelik, Erol, Nergiz Ercil Cagiltay, Gokhan Sengul, Emre Tuner i Bulent Unal. "The Effect of Split Attention in Surgical Education". W Lecture Notes in Computer Science, 3–10. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07485-6_1.
Pełny tekst źródłaYun, Chen, Xie Kefan i Liu Haimei. "Information Effect in Interactive Teaching". W Advances in Computer Science, Environment, Ecoinformatics, and Education, 496–500. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_88.
Pełny tekst źródłaGalili, Igal, i Amnon Hazan. "The Effect of a History-Based Course in Optics on Students’ Views about Science". W Science Education and Culture, 229–54. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0730-6_16.
Pełny tekst źródłaByrne, Aidan. "The Effect of Education and Training on Mental Workload in Medical Education". W Communications in Computer and Information Science, 258–66. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14273-5_15.
Pełny tekst źródłaZhang, Weihang. "The effect of Self-selected background music on spatial reasoning ability—an extension of the Mozart effect". W Advances in Social Science, Education and Humanities Research, 229–35. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-170-8_24.
Pełny tekst źródłaBoujaoude, Saouma, Suha Sowwan i Fouad Abd-El-Khalick. "The Effect of Using Drama in Science Teaching on Students’ Conceptions of the Nature of Science". W Research and the Quality of Science Education, 259–67. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3673-6_21.
Pełny tekst źródłaGunadi, R. Andi Ahmad, Aswir i Maesaroh Lubis. "The Effect of Digital Literacy on Children Violence". W Advances in Social Science, Education and Humanities Research, 700–706. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-022-0_74.
Pełny tekst źródłaNapal Fraile, María, Lara Vázquez Bienzobas, Isabel Zudaire Ripa i Irantzu Uriz Doray. "The Effect of Adult Intervention in the Development of Science Process Skills". W Shaping the Future of Biological Education Research, 51–61. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_4.
Pełny tekst źródłaUbay, Ubay, Nurul Musyafa’ah, Muhammad Afthon Ulin Nuha i Sari Uswatun Hasanah. "The Effect of ArabEasy Application on Arabic Writing Ability". W Advances in Social Science, Education and Humanities Research, 185–94. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-144-9_21.
Pełny tekst źródłaNan, Shuhua, i Kanokporn Chaiprasit. "The Effect of Enterprise Innovation on Sustainable Business Performance". W Advances in Social Science, Education and Humanities Research, 160–68. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-222-4_19.
Pełny tekst źródłaStreszczenia konferencji na temat "Effect of science education on"
Orozco, S., R. T. Hernandez-L i A. Sanchez. "Magnetocaloric effect and magnetic systems in science education". W 2015 International Conference on Electromagnetics in Advanced Applications (ICEAA). IEEE, 2015. http://dx.doi.org/10.1109/iceaa.2015.7297348.
Pełny tekst źródłaKong, Young Tae, i Sun-Chen Huo. "An Effect of STEAM Activity Programs on Science Learning Interest". W Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.09.
Pełny tekst źródłaOmae, Yuto, Takako Mitsui i Hirotaka Takahashi. "Effect on satisfaction through super science high school's education". W 2015 IEEE/SICE International Symposium on System Integration (SII). IEEE, 2015. http://dx.doi.org/10.1109/sii.2015.7404969.
Pełny tekst źródłaMahrani, Yuyun, Retno Dwi Suyanti i R. Mursid. "The Effect of Cooperative Learning on Students Science Process Skill". W Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.157.
Pełny tekst źródłaYang, Wei. "The Effect of Science and Technology Ethics on Science and Technology Innovation". W 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.212.
Pełny tekst źródłaTahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh i Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools". W Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.
Pełny tekst źródłaRahardini, Riris Riezqia Budy, I. Gusti Putu Suryadarma i Insih Wilujeng. "The effect of science learning integrated with local potential to improve science process skills". W THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995192.
Pełny tekst źródłaDepari, Siska Evriani, i Hasruddin. "The Effect of Inquiry Learning Model on Students Science Process Skills". W Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.83.
Pełny tekst źródłaLung, Florin, Geoff Potvin, Gerhard Sonnert, Philip M. Sadler, N. Sanjay Rebello, Paula V. Engelhardt i Chandralekha Singh. "The effect of immigration status on physics identity and physical science career intentions". W 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680044.
Pełny tekst źródłaLi, Qi. "Music Education Effect on Improving Students' Comprehensive Quality". W 2nd International Symposium on Social Science 2016 (ISSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isss-16.2016.15.
Pełny tekst źródłaRaporty organizacyjne na temat "Effect of science education on"
Basham, Jennifer. The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2726.
Pełny tekst źródłaLittleton, Ginger, i Joseph Wander. STEM Education: Introduction of Quantitative Math and Science Content into Elementary Education, STEM Enrichment Effort in Title One Elementary and Middle Schools in Bay County, Florida. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2013. http://dx.doi.org/10.21236/ada596391.
Pełny tekst źródłaДороніна, Тетяна Олексіївна, i Тетяна Ігорівна Ховрякова. Gender Education and Youth Preparation for Family Life Problem: Crossing Points. Криворізький державний педагогічний університет, 2021. http://dx.doi.org/10.31812/123456789/8063.
Pełny tekst źródłaNäslund-Hadley, Emma. An Equal Start: Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, czerwiec 2010. http://dx.doi.org/10.18235/0005962.
Pełny tekst źródłaShamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko i Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3760.
Pełny tekst źródłaDeBarger, Angela, i Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, grudzień 2006. http://dx.doi.org/10.51420/report.2006.1.
Pełny tekst źródłaMehta, Goverdhan, Alain Krief, Henning Hopf i Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, listopad 2020. http://dx.doi.org/10.51167/acm00013.
Pełny tekst źródłaAngrist, Noam, i Stefan Dercon. Understanding Gaps between Policy and Practice. What wORKS Hub for Global Education, lipiec 2024. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/04.
Pełny tekst źródłaAngrist, Noam, i Stefan Dercon. Understanding Gaps between Policy and Practice. What Works Hub for Global Education, lipiec 2024. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2024/04.
Pełny tekst źródłaMetzger, Cheryn E., Samuel Rashkin i Pat Huelman. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), listopad 2015. http://dx.doi.org/10.2172/1173025.
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