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You are viewing titles for OREGON STATE UNIVERSITY in the Science education available through the UMI Dissertations & Thesis Gradwoorks site
 
Inside a school-university partnership: Participation in a community of practice as a professional growth
 How do engineering students develop and reason with concepts of electricity within a project-based course?
 
Toward making the invisible visible: Studying science teaching self-efficacy beliefs
 Validation of an instrument for mathematics enhancement teaching efficacy of Pacific Northwest agricultural educators
 
Student views on science and the scientific process: Studying changes made in a redesigned non-major introductory science course
 Factors related to the economic sustainability of two-year chemistry-based technology training programs
 
John Archibald Wheeler: A study of mentoring in modern physics
 Evidence, explanations, and recommendations for teachers' field trip strategies
 
Teacher argumentation in the secondary science classroom: Images of two modes of scientific inquiry
 Making an Aquarium Environment Interactive: A Design Research Analysis of Exhibit Design Processes
 
STEM learning activity among home-educating families
 Science Inquiry as Knowledge Transformation: Investigating Metacognitive and Self-regulation Strategies to Assist Students in Writing about Scientific Inquiry Tasks
 
Elementary and Secondary Teachers Use of Agriculture as a Context for Teaching: A Concerns Based Approach
 Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation
 
Toward Establishing the Validity of the Resource Interpreter's Self-Efficacy Instrument
 Crossing the Cartesian Divide: An Investigation into the Role of Emotion in Science Learning
 
Serious Fun: Life-Deep Learning of Koi Hobbyists
 Geometric Reasoning in an Active-Engagement Upper-Division E&M Classroom
 
Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students
 How does a Collaborative Community Affect Diverse Students' Engagement with an Open Source Software Project: A Pedagogical Paradigm