Zobrazeno 1 - 10
of 175
pro vyhledávání: '"David Lockard"'
Autor:
Lisonbee, Lorenzo
Publikováno v:
The Science Teacher, 1970 May 01. 37(5), 88-89.
Externí odkaz:
https://www.jstor.org/stable/24119396
Publikováno v:
Science and Children, 1967 Sep 01. 5(1), 41-42.
Externí odkaz:
https://www.jstor.org/stable/43078624
Publikováno v:
The American Biology Teacher, 1966 Dec 01. 28(10), 820-820.
Externí odkaz:
https://www.jstor.org/stable/4441560
Publikováno v:
The American Biology Teacher, 1969 May 01. 31(5), 342-342.
Externí odkaz:
https://www.jstor.org/stable/4442614
Autor:
Michael Nucci, Eric Blades, Nicholas Reveles, Parthiv N. Shah, Travis L. Turner, David Lockard
Publikováno v:
AIAA SCITECH 2022 Forum.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::571d27586e276102aaf1ffc450c2eefa
https://doi.org/10.2514/6.2022-0317
https://doi.org/10.2514/6.2022-0317
Publikováno v:
Mining Engineering; May2023, Vol. 75 Issue 5, p68-68, 1/4p
Publikováno v:
The American Biology Teacher; May 1969, Vol. 31 Issue: 5 p342-342, 1p
Publikováno v:
The American Biology Teacher; December 1966, Vol. 28 Issue: 10 p820-820, 1p
Autor:
David Lockard
This is a summary of the work performed on the Wind-Fuel Cell Hybrid Project: (1) On October 5th, Tim Howell of the Golden Field Office and Tom Anderson of Battelle Labs arrived in Anchorage. They met with David Lockard, Project Manager, and Percy Fr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::268f1aefc7399271ecc56c910da184d1
https://doi.org/10.2172/764561
https://doi.org/10.2172/764561
Publikováno v:
Journal of Research in Science Teaching. 30:723-736
This study examined the similarities and differences in experienced secondary science teachers' planning, teaching, and reflecting on their teaching, when teaching in their science area of certification and when teaching in another science area. The
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2fc5b172cc601aeb2b282df214d90418
https://doi.org/10.1002/tea.3660300710
https://doi.org/10.1002/tea.3660300710