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Getting under the hood: how and for whom does increasing course structure work?

CBE life sciences education, 2014-01, Vol.13 (3), p.453-468

2014

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Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors

CBE life sciences education, 2015-03, Vol.14 (1), p.ar8-ar8

2015

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Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills

CBE life sciences education, 2018-03, Vol.17 (1), p.ar7

2018

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Linguistic Analysis of Project Ownership for Undergraduate Research Experiences

CBE life sciences education, 2012-12, Vol.11 (4), p.378-385

2012

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Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions

CBE life sciences education, 2018-06, Vol.17 (2), p.ar34-ar34

2018

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Investigating Undergraduate Students' Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance

CBE life sciences education, 2017-09, Vol.16 (3), p.ar55

2017

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Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes

CBE life sciences education, 2018-09, Vol.17 (3), p.ar49-ar49

2018

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Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations

CBE life sciences education, 2018-03, Vol.17 (1), p.ar5

2018

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Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment

CBE life sciences education, 2016-12, Vol.15 (4), p.ar71

2016

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Working and Learning in a Field Excursion

CBE life sciences education, 2018-06, Vol.17 (2), p.ar24-ar24

2018

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A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles

CBE life sciences education, 2014-06, Vol.13 (2), p.253-264

2014

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Beyond the GRE: Using a Composite Score to Predict the Success of Puerto Rican Students in a Biomedical PhD Program

CBE life sciences education, 2015-06, Vol.14 (2), p.ar13

2015

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Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

CBE life sciences education, 2016-12, Vol.15 (4), p.ar74

2016

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A Model of How Different Biology Experts Explain Molecular and Cellular Mechanisms

CBE life sciences education, 2015-06, Vol.14 (2), p.14:ar20-14:ar20

2015

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Exploring the MACH Model's Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms

CBE life sciences education, 2016-06, Vol.15 (2), p.ar12

2016

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Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

CBE life sciences education, 2013-09, Vol.12 (3), p.553-575

2013

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Concepts of Matter in Science Education

1, 2013

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High brightness spectral beam combination of high-power vertical-external-cavity surface-emitting lasers

IEEE photonics technology letters, 2006-09, Vol.18 (17), p.1795-1797

2006

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Concepts of Matter in Science Education

2014

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Fiber design considerations for 40 Gb/s systems

Journal of lightwave technology, 2002-12, Vol.20 (12), p.2290-2305

2002

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Introduction : Concepts of Matter – Complex to Teach and Difficult to Learn

Concepts of Matter in Science Education, 2013, Vol.19, p.1-8

2013

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Developing Chemical Understanding in the Explanatory Vacuum: Swedish High School Students’ Use of an Anthropomorphic Conceptual Framework to Make Sense of Chemical Phenomena

Concepts of Matter in Science Education, 2013, p.347-370

2013

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Optical limiting in short chain basket handle porphyrins

Chemical physics letters, 1996-12, Vol.263 (1), p.241-246

1996

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Part IV: Chemical Reactions, Chemical Phenomena

Concepts of Matter in Science Education, 2013, Vol.19

2013

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Part II: Students’ and Teachers’ Mental Models of the Particulate Nature of Matter

Concepts of Matter in Science Education, 2013, Vol.19

2013

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Getting under the hood: how and for whom does increasing course structure work?

Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors

Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills

Linguistic Analysis of Project Ownership for Undergraduate Research Experiences

Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions

Investigating Undergraduate Students' Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance

Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes

Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations

Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment

Working and Learning in a Field Excursion

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles

Beyond the GRE: Using a Composite Score to Predict the Success of Puerto Rican Students in a Biomedical PhD Program

Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

A Model of How Different Biology Experts Explain Molecular and Cellular Mechanisms

Exploring the MACH Model's Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

Concepts of Matter in Science Education

High brightness spectral beam combination of high-power vertical-external-cavity surface-emitting lasers

Concepts of Matter in Science Education

Fiber design considerations for 40 Gb/s systems

Introduction : Concepts of Matter – Complex to Teach and Difficult to Learn

Developing Chemical Understanding in the Explanatory Vacuum: Swedish High School Students’ Use of an Anthropomorphic Conceptual Framework to Make Sense of Chemical Phenomena

Optical limiting in short chain basket handle porphyrins

Part IV: Chemical Reactions, Chemical Phenomena

Part II: Students’ and Teachers’ Mental Models of the Particulate Nature of Matter

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