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Mechanochemical Signaling of the Extracellular Matrix in Epithelial-Mesenchymal Transition

Frontiers in cell and developmental biology, 2019-07, Vol.7, p.135-135

2019

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Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Journal of research in science teaching, 2020-05, Vol.57 (5), p.765-793

2020

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Chemistry Assessments through the Sudden Implementation of Online Instruction

Journal of chemical education, 2020-09, Vol.97 (9), p.3418-3422

Lewis, Scott E

2020

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Considerations on validity for studies using quantitative data in chemistry education research and practice

Chemistry Education Research and Practice, 2022-09, Vol.23 (4), p.764-767

Lewis, Scott E

2022

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How Chemistry Education Research & Practice serves chemistry education

Chemistry Education Research and Practice, 2024-01, Vol.25 (1), p.8-10

Lewis, Scott E.

2024

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Efficacy and Insights Gained from a Utility Value Intervention with Inorganic Chemistry Students

Journal of chemical education, 2022-08, Vol.99 (8), p.2798-2807

2022

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Retention and Reform: An Evaluation of Peer-Led Team Learning

Journal of chemical education, 2011-06, Vol.88 (6), p.703-707

Lewis, Scott E

2011

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How ordering concrete and abstract representations in intermolecular force chemistry tasks influences students' thought processes on the location of dipole-dipole interactions

Chemistry Education Research and Practice, 2024-06, Vol.25 (3), p.815-832

2024

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Student perceptions of partial charges and nucleophilicity/electrophilicity when provided with either a bond-line, ball-and-stick, or electrostatic potential map for molecular representation

Chemistry Education Research and Practice, 2024-01, Vol.25 (1), p.343-359

2024

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Prompts to Promote Success: Evaluating Utility Value and Growth Mindset Interventions on General Chemistry Students’ Attitude and Academic Performance

Journal of chemical education, 2021-05, Vol.98 (5), p.1476-1488

2021

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Chemistry Students’ Artificial Intelligence Literacy through their Critical Reflections of Chatbot Responses

Journal of chemical education, 2024-06, Vol.101 (6), p.2466-2474

2024

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Students’ Approaches to Determining the Location of Intermolecular Force between Two Distinct Molecules

Journal of chemical education, 2024-03, Vol.101 (3), p.766-776

2024

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The impact of representations of chemical bonding on students' predictions of chemical properties

Chemistry Education Research and Practice, 2021-10, Vol.22 (4), p.135-153

2021

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Investigating How Chemistry Students’ Reported Challenges Inform the Relationship between Mindset and Academic Performance

Journal of chemical education, 2023-09, Vol.100 (9), p.3252-3260

2023

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Investigating the Longitudinal Impact of a Successful Reform in General Chemistry on Student Enrollment and Academic Performance

Journal of chemical education, 2014-12, Vol.91 (12), p.2037-2044

Lewis, Scott E

2014

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Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry

Journal of chemical education, 2016-12, Vol.93 (12), p.1993-1998

2016

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Guidance on the data availability statement requirement in CERP

Chemistry Education Research and Practice, 2024-09, Vol.25 (4), p.973-975

2024

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Chemistry topics posing incommensurate difficulty to students with low math aptitude scores

Chemistry Education Research and Practice, 2018-07, Vol.19 (3), p.867-884

2018

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Towards a theoretically sound measure of chemistry students' motivation; investigating rank-sort survey methodology to reduce response style bias

Chemistry Education Research and Practice, 2022-01, Vol.23 (1), p.24-256

2022

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Organic chemistry students' use of stability in mental models on acid and base strength

Chemistry Education Research and Practice, 2023-09, Vol.24 (4), p.1127-1141

2023

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Factors that influence general chemistry students' decision making in study strategies

Chemistry Education Research and Practice, 2024-06, Vol.25 (3), p.877-894

2024

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Analytical chemistry students' explanatory statements in the context of their corresponding lecture

Chemistry Education Research and Practice, 2020-10, Vol.21 (4), p.1183-1198

2020

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To identify or not to identify: a choice in chemistry education research and practice

Chemistry Education Research and Practice, 2024-03, Vol.25 (2), p.38-382

2024

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When All You Have Is a Covalent Model of Bonding, Every Substance Is a Molecule: A Longitudinal Study of Student Enactment of Covalent and Ionic Bonding Models

Journal of chemical education, 2022-08, Vol.99 (8), p.2808-2820

2022

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Evaluating Peer-Led Team Learning Integrated into Online Instruction in Promoting General Chemistry Student Success

Journal of chemical education, 2022-03, Vol.99 (3), p.1392-1399

2022

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Mechanochemical Signaling of the Extracellular Matrix in Epithelial-Mesenchymal Transition

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Chemistry Assessments through the Sudden Implementation of Online Instruction

Considerations on validity for studies using quantitative data in chemistry education research and practice

How Chemistry Education Research & Practice serves chemistry education

Efficacy and Insights Gained from a Utility Value Intervention with Inorganic Chemistry Students

Retention and Reform: An Evaluation of Peer-Led Team Learning

How ordering concrete and abstract representations in intermolecular force chemistry tasks influences students' thought processes on the location of dipole-dipole interactions

Student perceptions of partial charges and nucleophilicity/electrophilicity when provided with either a bond-line, ball-and-stick, or electrostatic potential map for molecular representation

Prompts to Promote Success: Evaluating Utility Value and Growth Mindset Interventions on General Chemistry Students’ Attitude and Academic Performance

Chemistry Students’ Artificial Intelligence Literacy through their Critical Reflections of Chatbot Responses

Students’ Approaches to Determining the Location of Intermolecular Force between Two Distinct Molecules

The impact of representations of chemical bonding on students' predictions of chemical properties

Investigating How Chemistry Students’ Reported Challenges Inform the Relationship between Mindset and Academic Performance

Investigating the Longitudinal Impact of a Successful Reform in General Chemistry on Student Enrollment and Academic Performance

Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry

Guidance on the data availability statement requirement in CERP

Chemistry topics posing incommensurate difficulty to students with low math aptitude scores

Towards a theoretically sound measure of chemistry students' motivation; investigating rank-sort survey methodology to reduce response style bias

Organic chemistry students' use of stability in mental models on acid and base strength

Factors that influence general chemistry students' decision making in study strategies

Analytical chemistry students' explanatory statements in the context of their corresponding lecture

To identify or not to identify: a choice in chemistry education research and practice

When All You Have Is a Covalent Model of Bonding, Every Substance Is a Molecule: A Longitudinal Study of Student Enactment of Covalent and Ionic Bonding Models

Evaluating Peer-Led Team Learning Integrated into Online Instruction in Promoting General Chemistry Student Success

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