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Gilbert, J. K., Boulter, C. J., Elmer, R. (2000). Positioning models in science education and in design and technology education. In J. K. Gilbert C. J. Boulter (Eds.), Developing models in science education (pp. 3-18). Dordrecht Kluwer. [Pg.8]

Head, J., Bucat, R. Mocerino, M., Treagust, D. (2005). Exploring students abilities to use two different styles of structural representation in organic chemistry. Canadian Journal of Science, Mathematics and Technology Education, 5(1), 133-152. [Pg.29]

Seddon, G. M., Shubbar, K. E. (1984). The elfects of presentation mode and colour in teaching visualization of rotation in diagrams of molecular structures. Research in Science and Technological Education, 2(2), 167-176. [Pg.30]

Tan, K. C. D., Goh, N. K., Chia, L. S., Treagust, D. F. (2001). Secondary students perceptions about learning qualitative analysis in inorganic chemistry. Research in Science Technological Education, 19(2), 223-234. [Pg.150]

Seddon, G. M., Eniaiyeju, P. A. (1986). The understanding of pictorial depth cues, and the ability to visualise the rotation of three-dimensional structures in diagrams. Research in Science and Technological Education, 4( ), 29-37. [Pg.168]

Rotgieter, M., Davidowitz, B., Blom, B. (2005). Chemical concepts inventory of first year students at two tertiary institutions in South Africa. In the conference proceedings of the 13th Annual Conference Southern African Association of Research in Mathematics, Science and Technology Education. Namibia, pp. 664-675. [Pg.190]

Chiu, M. L., Chiu, M. H., Ho, C. Y. (2003). Using cognitive-based dynamie representations to diagnose students conceptions of the characteristics of matter. Proceedings of the National Science Council Part D Mathematics, Science, and Technology Education, 12(3), 91-99. [Pg.280]

Proponent fallacy 3. Food technology education is a trade association issue... [Pg.135]

This third edition of Analytical Chemistry for Technicians is the culmination and final product of a series of four projects funded by the National Science Foundation s Advanced Technological Education Program and two supporting grants from the DuPont Company. The grant funds have enabled me to utilize an almost limitless reservoir of human and other resources in the development and completion of this manuscript and to vastly improve and update the previous edition. A visible example is the CD that accompanies this book. This CD, which was not part of the previous editions, provides, with a touch of humor, a series of real-world scenarios for students to peruse while studying the related topics in the text. [Pg.550]

Mr. Kenkel has been the principal investigator for a series of curriculum development project grants funded by the National Science Foundation s Advanced Technological Education Program, from which four of his seven books evolved. He has also authored or coauthored four articles on the curriculum work in recent issues of the lournal of Chemical Education and has presented this work at more than twenty conferences since 1994. [Pg.553]

K.V. Gemaey, J.M. Woodley and G. Sin, Introducing mechanistic models in process analytical technology education, Biotechnol. J., 4, 593-599 (2009). [Pg.541]

The overall purpose of this summary is to be a resource for any educator who is interested in green science and technology education. [Pg.13]

G. Karlsson, in UNESCO-SEFI International Symposium on Innovative Technological Education, Universite Paris-Sud XI, Orsay, p. 120 (1987). [Pg.7]

Professor Georgios Priniotakis Technological Education Institute of Piraeus... [Pg.354]

Environmental Consultancy Department of Surveying Engineering Technological Educational Institute of Athens Athens, Greece... [Pg.448]

Fig. 6 Diagram of operation of a piston gap homogenizer. Turbulence and cavitation result in particle size reduction during the homogenization process. From Professor Douglas Goff, Dairy Science and Technology Education, University of Guelph, Canada www.foodsci.uoguelph.ca/dairyedu/ home.html (accessed September 2004). Fig. 6 Diagram of operation of a piston gap homogenizer. Turbulence and cavitation result in particle size reduction during the homogenization process. From Professor Douglas Goff, Dairy Science and Technology Education, University of Guelph, Canada www.foodsci.uoguelph.ca/dairyedu/ home.html (accessed September 2004).
Few people outside India are aware of the progress being made in that country and in the rapid advance of technology, education, and attainment of self-sufficiency. It is this progress and attainment that will be described in this report. [Pg.136]

Makhubu, L. P. In Potsua B. (Ed.) Proceedings of 11th Conference of South African Association for Research in Mathematics, Science and Technology Education, Mbabane, 2003, pp. 25-28. [Pg.46]

Kiritsakis, A. Technological Educational Institute, Thessaloniki, Greece (31, 453)... [Pg.24]

Finally, the author is indebted to the program officers in the Advanced Technological Education (ATE) program at the National Science Foundation, especially Dr. Frank Settle, who was a program officer when the project began in 1997, and Dr. Elizabeth Teles, who has kept all of us on our toes since ATE was created in 1994. [Pg.242]

Dalgety, J. Coll, R.K. 2004, The influence of normative beliefs on students enrolment choices . Research in Science and Technological Education, 22 (1), 59-80. [Pg.210]

The NASA publication ""Space Based Astronomy An Educator Guide with Activities for Science, Mathematics, and Technology Education" is a good general introduction and has activities appropriate for students from grade school to high school 15). [Pg.357]

Corresponding Author Aspasia Spyridaki—Department of Human Nutrition and Dietetics, School of Food Technology and Dietetics, Technological Educational Institute of Crete, 723 00 Sitia, Crete, Greece. Email saspa dd.teiher.gr... [Pg.11]

Technological Educational Institute of Crete Crete, Greece Chapter 3... [Pg.229]

Griliches, Z. (1988). Technology, Education, and Productivity. Basil Blackwell, New York. [Pg.71]

Black, P., Atkin, J. M. (1996). Changing the subject, innovations in science, mathematics and technology education. London Routledge in association with OECD. [Pg.121]

Coll, R. K. and Taylor, N. (2001b) Alternative conceptions of chemical bonding for upper secondary and tertiary students. Research in Science and Technological Education, 19 (2), 171-191. [Pg.231]

Watts, D. M. Gilbert, J. (1983) Enigmas in school science students conceptions for scientifically associated words. Research in Science and Technological Education, 1 (2), 161-171. [Pg.234]


See other pages where Education technology is mentioned: [Pg.353]    [Pg.135]    [Pg.551]    [Pg.4]    [Pg.198]    [Pg.13]    [Pg.69]    [Pg.149]    [Pg.120]    [Pg.276]    [Pg.527]    [Pg.240]    [Pg.34]    [Pg.230]    [Pg.64]    [Pg.64]   
See also in sourсe #XX -- [ Pg.39 ]

See also in sourсe #XX -- [ Pg.172 ]




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