135 results on '"Pelaez, Nancy J."'
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2. Implementing Innovations in Undergraduate Biology Experimentation Education
3. Assessment of Evidentiary Reasoning in Undergraduate Biology: A Lit Review and Application of the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
4. Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
5. Backward Designing a Lab Course to Promote Authentic Research Experience According to Students’ Gains in Research Abilities
6. The Problem with Teaching Experimentation: Development and Use of a Framework to Define Fundamental Competencies for Biological Experimentation
7. Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE
8. Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
9. Backward Designing a Lab Course to Promote Authentic Research Experience According to Students’ Gains in Research Abilities
10. The Problem with Teaching Experimentation: Development and Use of a Framework to Define Fundamental Competencies for Biological Experimentation
11. Implementing Innovations in Undergraduate Biology Experimentation Education
12. Assessment of Evidentiary Reasoning in Undergraduate Biology: A Lit Review and Application of the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
13. Using Expert Data to Inform the Use of Research Methods and Representations to Enhance Biochemistry Instruction and Textbook Design
14. How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE)
15. Anticipated Learning Outcomes for a Biochemistry Course-Based Undergraduate Research Experience Aimed at Predicting Protein Function from Structure: Implications for Assessment Design
16. Exploring the MACH Model's Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms
17. Development of the Neuron Assessment for Measuring Biology Students' Use of Experimental Design Concepts and Representations
18. A Model of How Different Biology Experts Explain Molecular and Cellular Mechanisms
19. Misalignments : Challenges in Cultivating Science Faculty with Education Specialties in Your Department
20. Investigation of Science Faculty with Education Specialties within the Largest University System in the United States
21. Calibrated Peer Review for Computer-Assisted Learning of Biological Research Competencies
22. Demand for Interdisciplinary Laboratories for Physiology Research by Undergraduate Students in Biosciences and Biomedical Engineering
23. Blood Circulation Laboratory Investigations with Video Are Less Investigative than Instructional Blood Circulation Laboratories with Live Organisms
24. Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States
25. Prevalence of Blood Circulation Misconceptions among Prospective Elementary Teachers
26. Keeping faculty online: the case of Merlot
27. Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE
28. Using expert data to inform the use of research methods and representations to enhance biochemistry instruction and textbook design
29. Anticipated learning outcomes for a biochemistry course‐based undergraduate research experience aimed at predicting protein function from structure: Implications for assessment design
30. How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE)
31. A Process for Defining and Validating Learning Competencies for Course‐based Undergraduate Research Experiences in a Biochemistry Laboratory Course
32. Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE
33. An Activity Aimed at Improving Student Explanations of Biological Mechanisms
34. A Tetrahedral Version of the MACH Model for Explaining Biological Mechanisms
35. [H.sub.2][O.sub.2] mediates [Ca.sup.2+]- and [MLC.sub.20] phosphorylation-independent contraction in intact and permeabilized vascular muscle
36. Development of the Neuron Assessment for Measuring Biology Students’ Use of Experimental Design Concepts and Representations
37. Exploring the MACH Model’s Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms
38. An instructional design process based on expert knowledge for teaching students how mechanisms are explained
39. A Model of How Different Biology Experts Explain Molecular and Cellular Mechanisms
40. Misalignments: Challenges in Cultivating Science Faculty with Education Specialties in Your Department
41. Oxidized Low Density Lipoprotein (OX-LDL) Induced Arterial Muscle Contraction Signaling Mechanisms
42. From Vision to Change: Educational Initiatives and Research at the Intersection of Physics and Biology
43. Investigation of Science Faculty with Education Specialties within the Largest University System in the United States
44. Calibrated peer review for computer-assisted learning of biological research competencies
45. A Role for Postdocs in Undergraduate Education
46. JSIM modeling raises questions about calcium‐independent contractions of porcine pulmonary artery (PPA)
47. Science Faculty with Education Specialties: A Cross‐Disciplinary Research Study
48. Blocking fast calcium‐dependent isometric force development unmasks a slow calcium‐independent contraction when porcine pulmonary artery (PPA) is depolarized
49. Demand for interdisciplinary laboratories for physiology research by undergraduate students in biosciences and biomedical engineering
50. Blood circulation laboratory investigations with video are less investigative than instructional blood circulation laboratories with live organisms
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