A diagnostic assessment for introductory molecular and cell biology. - Wikidata - wikimedia - TriplyDB

A diagnostic assessment for introductory molecular and cell biology.

A diagnostic assessment for introductory molecular and cell biology.

http://www.wikidata.org/entity/Q34372314

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BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.Development of a meiosis concept inventory.Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.A comprehensive faculty, staff, and student training program enhances student perceptions of a course-based research experience at a two-year institution Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.The development and implementation of an instrument to assess students' data analysis skills in molecular biology Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements.Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment.DNA → RNA: What Do Students Think the Arrow Means?How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats Identification of threshold concepts for biochemistry.A campus-wide study of STEM courses: new perspectives on teaching practices and perceptions.Investigating the effects of exam length on performance and cognitive fatigue.The molecular biology capstone assessment: a concept assessment for upper-division molecular biology students Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors.The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?Common origins of diverse misconceptions: cognitive principles and the development of biology thinking.Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments.Students fail to transfer knowledge of chromosome structure to topics pertaining to cell division Stereotyped: investigating gender in introductory science courses A conceptual framework for homeostasis: development and validation Development of the biology card sorting task to measure conceptual expertise in biology.The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types.Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces.Is it the intervention or the students? using linear regression to control for student characteristics in undergraduate STEM education research.A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments.Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses.Stressing Escherichia coli to educate students about research: A CURE to investigate multiple levels of gene regulation.Analysis of undergraduate cell biology contents in Brazilian public universities.Osmosis and diffusion conceptual assessment.Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.Participation in a Year-Long CURE Embedded into Major Core Genetics and Cellular and Molecular Biology Laboratory Courses Results in Gains in Foundational Biological Concepts and Experimental Design Skills by Novice Undergraduate Researchers.A Comparison of Two Low-Stakes Methods for Administering a Program-Level Biology Concept Assessment.Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments.Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills.Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.Probing and improving student's understanding of protein α-helix structure using targeted assessment and classroom interventions in collaboration with a faculty community of practice.A Call for Programmatic Assessment of Undergraduate Students’ Conceptual Understanding and Higher-Order Cognitive Skills †.

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P2860

A diagnostic assessment for introductory molecular and cell biology.

http://www.wikidata.org/entity/Q34372314

description

2010 nî lūn-bûn

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2010 թուականի Յունուարին հրատարակուած գիտական յօդուած

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2010 թվականի հունվարին հրատարակված գիտական հոդված

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2010年の論文

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2010年論文

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2010年論文

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2010年論文

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2010年論文

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2010年論文

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2010年论文

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name

A diagnostic assessment for introductory molecular and cell biology.

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A diagnostic assessment for introductory molecular and cell biology.

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A diagnostic assessment for introductory molecular and cell biology.

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type

label

A diagnostic assessment for introductory molecular and cell biology.

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A diagnostic assessment for introductory molecular and cell biology.

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A diagnostic assessment for introductory molecular and cell biology.

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prefLabel

A diagnostic assessment for introductory molecular and cell biology.

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A diagnostic assessment for introductory molecular and cell biology.

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A diagnostic assessment for introductory molecular and cell biology.

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CBE: Life Sciences Education

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A diagnostic assessment for introductory molecular and cell biology

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Jennifer M Martin

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Jia Shi

http://www.w3.org/2001/XMLSchema#string

Nancy A Guild

http://www.w3.org/2001/XMLSchema#string

Quentin Vicens

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William B Wood

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P2860

Understanding randomness and its impact on student learning: lessons learned from building the Biology Concept Inventory (BCI)

The Genetics Concept Assessment: a new concept inventory for gauging student understanding of genetics

Approaches to biology teaching and learning: understanding the wrong answers--teaching toward conceptual change

How effective are simulated molecular-level experiments for teaching diffusion and osmosis?

Order matters: using the 5E model to align teaching with how people learn.

Teaching more by lecturing less.

Assessing students' ability to trace matter in dynamic systems in cell biology.

Building, using, and maximizing the impact of concept inventories in the biological sciences: report on a National Science Foundation sponsored conference on the construction of concept inventories in the biological sciences.

Development and evaluation of a genetics literacy assessment instrument for undergraduates.

Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools.

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10.1187/CBE.10-04-0055

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4

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9

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Jenny K. Knight

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2010-01-01T00:00:00Z

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49650893

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2995763

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