The problem of revealing how students think: Concept inventories and beyond

scientific article

The problem of revealing how students think: Concept inventories and beyond is …
instance of (P31):
scholarly articleQ13442814

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P356DOI10.1187/CBE.09-12-0094
P932PMC publication ID2830154
P698PubMed publication ID20194800
P5875ResearchGate publication ID41656881

P2093author name stringJulia I Smith
Kimberly Tanner
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Assessing students' ability to trace matter in dynamic systems in cell biologyQ35193318
A hierarchical biology concept framework: a tool for course designQ35223865
Approaches to biology teaching and learning: from assays to assessments--on collecting evidence in science teachingQ35223915
Putting the horse back in front of the cart: using visions and decisions about high-quality learning experiences to drive course designQ35829997
Bioliteracy and teaching efficacy: what biologists can learn from physicistsQ35900884
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.Q36183674
Development and evaluation of a genetics literacy assessment instrument for undergraduatesQ36391781
Assessing student learningQ39619891
Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop.Q51697968
The second Conceptual Assessment in the Biological Sciences workshop.Q51886404
Points of view: content versus process: is this a fair choice? Can nonmajors courses lead to biological literacy? Do majors courses do any better?Q95826149
What does the force concept inventory actually measure?Q114738466
Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture CurriculaQ114738746
P433issue1
P407language of work or nameEnglishQ1860
P304page(s)1-5
P577publication date2010-01-01
P1433published inCBE: Life Sciences EducationQ5009071
P1476titleThe problem of revealing how students think: Concept inventories and beyond
P478volume9

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