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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
3 references·9 citing·36 second hop
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 (2007)Building, Using, and Maximizing the Impac…Force concept inventory (1992)Force concept inventoryEducational Psychology: A Cognitive Approach (1987)Educational Psychology: A Cog…A Private Universe (1987)A Private UniverseThe Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning (2020)The Impact of High School Lif…Another look at the core concepts of physiology: revisions and resources (2020)Another look at the core conc…Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil (2017)Going Beyond Academic Integri…We must teach more effectively: here are four ways to get started (2015)We must teach more effectivel…Development of the Biological Experimental Design Concept Inventory (BEDCI) (2014)Development of the Biological…Development of a Meiosis Concept Inventory (2013)Development of a Meiosis Conc…Biology concept assessment tools: design and use (2010)Biology concept assessment to…A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development (2010)A Model for Using a Concept I…Effective Practices in Undergraduate STEM Education Part 1: Examining the Evidence (2009)Effective Practices in Underg…A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment (2002)Does Active Learning Work? A Review of the Research (2004)Scientific Teaching (2004)Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment (2017)GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs (2019)Communities of Practice (1998)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Communities of practice learning, meaning, and identity (1999)Pseudoreplication and the Design of Ecological Field Experiments (1984)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Psychological Testing: A Practical Approach to Design and Evaluation (2005)Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool (2016)Development, Validation, and Application of the Microbiology Concept Inventory (2017)Higher education as a filter (1973)Post–Vision and Change: Do We Know How to Change? (2013)The Science Advancement through Group Engagement Program: Leveling the Playing Field and Increasing Retention in Science (2013)Pre-service Teachers’ Mind Maps and Opinions on STEM Education Implemented in an Environmental Literacy Course (2016)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)Active learning increases student performance in science, engineering, and mathematics (2014)Biology Education Research 2.0 (2015)Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model (2019)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Next Generation Science Standards: For States, By States (2013)Development and evaluation of the conceptual inventory of natural selection (2002)Where's the evidence that active learning works? (2006)Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments (2012)Learners as information processors: Legacies and limitations of educational psychology's second.. (1996)Pedagogical Models for E-Learning: A Theory-Based Design Framework (2005)Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review (2018)Peer Instruction: Ten years of experience and results (2001)The Flipped Classroom: A Survey of the Research (2020)Classtalk: A classroom communication system for active learning (1996)Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions (1996)Examining Pedagogical Content Knowledge (2002)
this work references cited by second hop

References

  • 1992Force concept inventory3,233 cited
  • 1987Educational Psychology: A Cognitive Approach305 cited
  • 1987A Private Universe108 cited

Cited by

  • 2015We must teach more effectively: here are four ways to get started84 cited
  • 2020Another look at the core concepts of physiology: revisions and resources73 cited
  • 2013Development of a Meiosis Concept Inventory65 cited
  • 2009Effective Practices in Undergraduate STEM Education Part 1: Examining the Evidence60 cited
  • 2014Development of the Biological Experimental Design Concept Inventory (BEDCI)57 cited
  • 2020The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning56 cited
  • 2010A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development54 cited
  • 2010Biology concept assessment tools: design and use48 cited
  • 2017Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil12 cited

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