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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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Uncovering Implicit Assumptions : a Large-Scale Study on Students' Mental Models of Diffusion

Research in science education (Australasian Science Education Research Association), 2015-12, Vol.45 (6), p.807-840

2015

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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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Rethinking chemistry: a learning progression on chemical thinking

Chem. Educ. Res. Pract, 2014-01, Vol.15 (1), p.1-23

2014

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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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Addressing Equity Asymmetries in General Chemistry Outcomes Through an Asset-Based Supplemental Course

JACS Au, 2023-10, Vol.3 (10), p.2715-2735

2023

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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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Teacher dilemmas as sources of change and development

Teaching and teacher education, 2022-04, Vol.112, p.103629, Article 103629

2022

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Qualifying domains of student struggle in undergraduate general chemistry laboratory

Chemistry Education Research and Practice, 2022-01, Vol.23 (1), p.12-37

2022

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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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How does STEM context-based learning work: what we know and what we still do not know

International journal of science education, 2018-07, Vol.40 (10), p.1095-1107

2018

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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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Atoms versus Bonds: How Students Look at Spectra

Journal of chemical education, 2015-12, Vol.92 (12), p.1996-2005

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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Concept Maps for Improved Science Reasoning and Writing: Complexity Isn't Everything

CBE life sciences education, 2015-12, Vol.14 (4), p.ar39-ar39

2015

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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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Capturing Chemical Identity Thinking

Journal of chemical education, 2017-02, Vol.94 (2), p.137-148

2017

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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

Uncovering Implicit Assumptions : a Large-Scale Study on Students' Mental Models of Diffusion

Linguistic Analysis of Project Ownership for Undergraduate Research Experiences

Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions

Rethinking chemistry: a learning progression on chemical thinking

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

Addressing Equity Asymmetries in General Chemistry Outcomes Through an Asset-Based Supplemental Course

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

Teacher dilemmas as sources of change and development

Qualifying domains of student struggle in undergraduate general chemistry laboratory

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

How does STEM context-based learning work: what we know and what we still do not know

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

Atoms versus Bonds: How Students Look at Spectra

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

Concept Maps for Improved Science Reasoning and Writing: Complexity Isn't Everything

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

Capturing Chemical Identity Thinking

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