• 1
    National Academy of Sciences, National Academy of Engineering, Institute of Medicine ( 2007) Rising Above the Gathering Storm: Energizing and Employing American for a Brighter Economic Future, The National Academies Press, Washington, DC.
  • 2
    K. Garvin-Doxas,M. Klymkowsky ( 2008) Understanding randomness and its impact on student learning: Lessons learned from building the Biology Concept Inventory. CBE Life Sci. Educ. 7, 227233.
  • 3
    M. W. Klymkowsky,K. Garvin-Doxas,M. Zeilik Bioliteracy and teaching efficacy: What biologists can learn from physicists. Cell Biol. Educ. 2, 155161.
  • 4
    J. Michael,H. Modell,J. McFarland,C. William ( 2009) The “core principles” of physiology: What should students understand? Adv. Physiol. Educ. 33, 1016.
  • 5
    T. Eberlein,J. Kampmeier,V. Minderhout,R. Moog,T. Platt,P. Varma-Nelson,H. B. White ( 2008) Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochem. Mol. Biol. Educ. 36, 262273.
  • 6
    D. Sears,S. E. Thompson,S. R. Saxon ( 2007) Reversible ligand binding reactions: Why do biochemistry students have trouble connecting the dots? Biochem. Mol. Biol. Educ. 35, 105118.
  • 7
    S. Howitt,T. Anderson,M. Costa,S. Hamilton,T. Wright ( 2008) A Concept Inventory for Molecular Life Sciences: How will it help your teaching practice? Austral. Biochem. 39, 1417.
  • 8
    T. Wright,S. Hamilton ( 2008) Assessing student understanding in the molecular life sciences using a concept inventory. In ATN Assessment 08: Engaging Students with Assessment. Adelaide, Australia, pp. 216224.