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You are viewing titles for UNIVERSITY OF WASHINGTON in the Science education available through the UMI Dissertations & Thesis Gradwoorks site
 
Science Education in the Early Childhood & Special Education Setting: An Analysis of Science Education Across Lake Washington, Bellevue & Seattle School Districts
 Changed Perceptions About Science Communication: A Case Study of STEM Graduate Students in Portal to the Public
 
An investigation of student understanding of wave phenomena at a boundary as a guide to the development and assessment of instructional materials on mechanical waves
 Can virtual field trips be substituted for real-world field trips in an eighth grade geology curriculum?
 
An investigation into student understanding of energy in the context of mechanics
 Everyday science & science every day: Science-related talk & activities across settings
 
Transforming teacher knowledge: Modeling instruction in physics
 A sociocultural historical examination of youth argumentation across the settings of their lives: Implications for science education
 
Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development
 Health beliefs and practices of young people in a multicultural community: Findings from a child-centered ethnography
 
Writing in scientific inquiry: Epistemic practices afforded through multiple genre engagement in a sixth-grade classroom
 Young children's conceptions of science and scientists
 
Sex segregation in undergraduate engineering majors
 Connecting Formal and Informal Learning Experiences
 
The Development of Technological Pedagogical Content Knowledge for Science Learning with a Three-Dimensional Interactive Computer Simulation
 Developing Inquiry-as-Stance and Repertoires of Practice: Teacher Learning Across Two Settings
 
An investigation of university student and K-12 teacher reasoning about key ideas in the development of the particulate nature of matter
 An examination of climate scientists' participation in education: Implications for supporting the teaching and learning of socially controversial science