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Using a new design rules practice and science talk development to enhance conceptual understanding, scientific reasoning, and transfer in Learning by Design classrooms
dc.contributor.author | Ryan, Michael Todd | |
dc.date.accessioned | 2017-11-07T14:51:29Z | |
dc.date.available | 2017-11-07T14:51:29Z | |
dc.date.issued | 2003 | |
dc.identifier.uri | http://hdl.handle.net/1808/25275 | |
dc.description | Thesis (M.S.Ed.)--University of Kansas, Teaching and Leadership, 2003. | |
dc.language | eng | |
dc.publisher | University of Kansas | en_US |
dc.rights | This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author. | |
dc.title | Using a new design rules practice and science talk development to enhance conceptual understanding, scientific reasoning, and transfer in Learning by Design classrooms | en_US |
dc.type | Thesis | en_US |
dc.thesis.degreeDiscipline | Teaching and Leadership | |
dc.thesis.degreeLevel | M.S.Ed. | |
kusw.bibid | 3088814 | |
dc.rights.accessrights | openAccess |
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Education Dissertations and Theses [1065]
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Theses [4088]