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Reforming a Large Foundational Course: Successes and Challenges
16 references·1 citing·49 second hop
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References

  • 2014Active learning increases student performance in science, engineering, and mathematics9,767 cited
  • 1997Talking about Leaving: Why Undergraduates Leave the Sciences3,086 cited
  • 2011Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature1,055 cited
  • 2008Pedagogies of engagement in science399 cited
  • 2015Flipped learning in higher education chemistry: emerging trends and potential directions352 cited
  • 2013Rethinking chemistry: a learning progression on chemical thinking341 cited
  • 2008Process Oriented Guided Inquiry Learning (POGIL)300 cited
  • 2012Discipline-Based Education Research242 cited
  • 2006Commonsense Chemistry: A Model for Understanding Students' Alternative Conceptions225 cited
  • 2013Chemistry, Life, the Universe, and Everything: A New Approach to General Chemistry, and a Model for Curriculum Reform216 cited
  • 1991Gender Differences in Multiple‐Choice Tests: The Role of Differential Guessing Tendencies175 cited
  • 2010Let’s teach how we think instead of what we know174 cited
  • 1993Revitalizing Undergraduate Science: Why Some Things Work and Most Don’t141 cited
  • 2012Development and Assessment of a Molecular Structure and Properties Learning Progression133 cited

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2012
Development and validation of the implicit information from Lewis structures instrument (IILSI): do students connect structures with properties?
104 cited
  • 2010The Case for Reform of the Undergraduate General Chemistry Curriculum84 cited
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    • 2019Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis69 cited