118 results on '"MOMSEN, JENNIFER"'
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2. The Impact of Context on Students' Framing and Reasoning about Fluid Dynamics
3. Using Systems and Systems Thinking to Unify Biology Education
4. Editorial: Systems thinking in biology teaching and learning
5. What Do Students Know about Evolution by Natural Selection after a Non-Majors Geology Course? An Analysis of Student Responses to Open-Ended Questions
6. Using Framing as a Lens to Understand Context Effects on Expert Reasoning
7. Support for Instructional Scaffolding with [superscript 1]H NMR Spectral Features in Organic Chemistry Textbook Problems
8. Modeling in the Classroom: Making Relationships and Systems Visible
9. Contrasting Cases: Students' Experiences in an Active-Learning Biology Classroom
10. Physiology Is Hard: A Replication Study of Students' Perceived Learning Difficulties
11. Further Effects of Phylogenetic Tree Style on Student Comprehension in an Introductory Biology Course
12. Effects of Phylogenetic Tree Style on Student Comprehension in an Introductory Biology Course
13. What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs
14. Drawing on Student Knowledge of Neuroanatomy and Neurophysiology
15. The Impact of Context on Students’ Framing and Reasoning about Fluid Dynamics
16. Using Discussion to Promote Learning in Undergraduate Biology
17. Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development
18. Student Interpretations of Phylogenetic Trees in an Introductory Biology Course
19. Attention 'Blinks' Differently for Plants and Animals
20. Introductory Biology Students' Conceptual Models and Explanations of the Origin of Variation
21. Student construction of phylogenetic trees in an introductory biology course
22. Fostering ecoliteracy through modelbased instruction
23. Analyzing Change in Students' Gene-to-Evolution Models in College-Level Introductory Biology
24. Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses
25. Stereotyped: Investigating Gender in Introductory Science Courses
26. Energy and Matter: Differences in Discourse in Physical and Biological Sciences Can Be Confusing for Introductory Biology Students
27. Using Systems and Systems Thinking to Unify Biology Education
28. 1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology
29. Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills
30. Primary literature across the undergraduate curriculum: teaching science process skills and content
31. Education Research: Set a High Bar
32. Commentary: PhDs in Biochemistry Education--5 Years Later
33. What do students know about evolution by natural selection after a non-majors geology course? An analysis of student responses to open-ended questions
34. Using Framing as a Lens to Understand Context Effects on Expert Reasoning
35. Modeling in the Classroom: Making Relationships and Systems Visible
36. Correction: Support for instructional scaffolding with 1H NMR spectral features in organic chemistry textbook problems
37. Support for instructional scaffolding with 1H NMR spectral features in organic chemistry textbook problems
38. Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom
39. Physiology is hard: a replication study of students’ perceived learning difficulties
40. Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews
41. What do students know about evolution by natural selection after a non-majors geology course? An analysis of student responses to open-ended questions
42. Support for instructional scaffolding with 1H NMR spectral features in organic chemistry textbook problems.
43. Further Effects of Phylogenetic Tree Style on Student Comprehension in an Introductory Biology Course
44. Drawing on student knowledge of neuroanatomy and neurophysiology
45. Investigating Variations in Instructor‐generated Feedback as a Mediating Factor for Student Learning
46. Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews.
47. Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development
48. Student Interpretations of Phylogenetic Trees in an Introductory Biology Course
49. A multi-scale approach to reconstructing landscape history in the Great Swamp National Wildlife Refuge, Morris County, New Jersey
50. Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation
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