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DNA → RNA: What Do Students Think the Arrow Means?
16 references·1 citing·37 second hop
DNA → RNA: What Do Students Think the Arrow Means? (2014)DNA → RNA: What Do Students Think the Arr…Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking (2010)Development and Validation of…Taking science to school: learning and teaching science in grades K-8 (2008)Taking science to school: lea…Two Approaches to the Study of Experts' Characteristics (2006)Two Approaches to the Study o…The Cambridge Handbook of Expertise and Expert Performance (2006)The Cambridge Handbook of Exp…The material features of multiple representations and their cognitive and social affordances for science understanding (2003)The material features of mult…Understanding by Design (1998)Understanding by DesignAssessing agreement on classification tasks: the kappa statistic (1996)Assessing agreement on classi…Millikan Lecture 1990: What we teach and what is learned—Closing the gap (1991)Millikan Lecture 1990: What w…A Twelve-Year Longitudinal Study of Science Concept Learning (1991)A Twelve-Year Longitudinal St…Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning (1990)Concept maps and Vee diagrams…Phenomenography-a research approach to investigating different understandings of reality (1986)Phenomenography-a research ap…Learning How to Learn (1984)Learning How to LearnChildren's science and its consequences for teaching (1982)Children's science and its co…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Forms of Intellectual and Ethical Development in the College Years; A Scheme (1970)Forms of Intellectual and Eth…A Coefficient of Agreement for Nominal Scales (1960)A Coefficient of Agreement fo…A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions (2018)A Faculty Professional Develo…Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009)Inside the Black Box: Raising Standards through Classroom Assessment (2010)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)STEM integration in K-12 education : status, prospects, and an agenda for research (2014)Perception in chess (1973)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Problem-Based Learning: What and How Do Students Learn? (2004)Cognitive Processes in Comprehension (2013)Theoretical Issues in Reading Comprehension (2017)The role of deliberate practice in the acquisition of expert performance. (1993)Handbook of Creativity (1998)Synthesis of discipline-based education research in physics (2014)Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes (2016)Experts speaking: Crucial teacher attributes for implementing blended learning in higher education (2020)Content Analysis: An Introduction to its Methodology. (1984)Attention, intentions, and the structure of discourse (1986)Toward detecting emotions in spoken dialogs (2005)Inter-Coder Agreement for Computational Linguistics (2008)Rumor has it: Identifying Misinformation in Microblogs (2011)The Impact of Classroom Evaluation Practices on Students (1988)Measuring intercultural sensitivity: The intercultural development inventory (2003)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)The Parieto-Frontal Integration Theory (P-FIT) of intelligence: Converging neuroimaging evidence (2007)Handbook of Self-Regulation of Learning and Performance (2017)Pedagogies of Engagement: Classroom-Based Practices (2005)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)How Does Professional Development Improve Teaching? (2016)The Measurement of Observer Agreement for Categorical Data (1977)Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data (1997)Interrater reliability: the kappa statistic (2012)Dual coding theory and education (1991)Designing a Qualitative Study (2009)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)A phenomenographic study of academics' conceptions of science learning and teaching (1994)Qualitative differences in approaches to teaching first year university science (1994)Variation and commonality in phenomenographic research methods (2005)
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References

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528 cited
  • 2010Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking451 cited
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    • 2018A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions66 cited