Assessing students' ability to trace matter in dynamic systems in cell biology.
about
Advantages and challenges of using physics curricula as a model for reforming an undergraduate biology courseThe effects of the SUN project on teacher knowledge and self-efficacy regarding biological energy transfer are significant and long-lasting: results of a randomized controlled trial.Development of a meiosis concept inventory.The problem of revealing how students think: Concept inventories and beyond.DNA → RNA: What Do Students Think the Arrow Means?Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts.Connections between student explanations and arguments from evidence about plant growth.The development of a conceptual framework and tools to assess undergraduates' principled use of models in cellular biology.A diagnostic assessment for introductory molecular and cell biology.What are they thinking? Automated analysis of student writing about acid-base chemistry in introductory biology.Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network.The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?Examining the impact of question surface features on students' answers to constructed-response questions on photosynthesis.Exploring undergraduates' understanding of photosynthesis using diagnostic question clusters.Using targeted active-learning exercises and diagnostic question clusters to improve students' understanding of carbon cycling in ecosystems.Common origins of diverse misconceptions: cognitive principles and the development of biology thinking.Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean AcidificationLearning Outcomes with Linked Assessments - an Essential Part of our Regular Teaching Practice.Clickers in the large classroom: current research and best-practice tips.Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.Development of the biology card sorting task to measure conceptual expertise in biology.Osmosis and diffusion conceptual assessment.A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions.Introductory Biology Students' Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding.Energy Connections and Misconnections across Chemistry and Biology.Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction.EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.How do students in an innovative principle-based mechanics course understand energy concepts?
P2860
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P2860
Assessing students' ability to trace matter in dynamic systems in cell biology.
description
2006 nî lūn-bûn
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2006 թուականի Յունուարին հրատարակուած գիտական յօդուած
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2006 թվականի հունվարին հրատարակված գիտական հոդված
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2006年の論文
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2006年論文
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2006年論文
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2006年論文
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2006年論文
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2006年論文
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2006年论文
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Assessing students' ability to trace matter in dynamic systems in cell biology.
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Assessing students' ability to trace matter in dynamic systems in cell biology.
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label
Assessing students' ability to trace matter in dynamic systems in cell biology.
@ast
Assessing students' ability to trace matter in dynamic systems in cell biology.
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prefLabel
Assessing students' ability to trace matter in dynamic systems in cell biology.
@ast
Assessing students' ability to trace matter in dynamic systems in cell biology.
@en
P2093
P356
P1476
Assessing students' ability to trace matter in dynamic systems in cell biology.
@en
P2093
Brett W Merritt
Charles W Anderson
Christopher D Wilson
Duncan F Sibley
Gail Richmond
John E Merrill
Joyce M Parker
Merle Heidemann
P304
P356
10.1187/CBE.06-02-0142
P577
2006-01-01T00:00:00Z