SEARCH

SEARCH BY CITATION

References

  • Abell, S. K. (2007). Research on science teacher knowledge. In K. A. Sandra & G. L. Norman (Eds.), Handbook of research on science education. (pp. 11051149). Mahwah, NJ: Lawrence Earlbaum.
  • Aguilar, L., Walton, G., & Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today, 67(5), 4349.
  • Association of American Universities (AAU). (2013). Framework for systemic change in undergraduate STEM teaching and learning. AAU Undergraduate STEM Education Initiative. Available at: http://www.aau.edu/WorkArea/DownloadAsset.aspx?id=14357 Last accessed 07/03/2014.
  • Cooper, M. M. (2014). Evidence-based reform of teaching and learning. Analytical and Bioanalytical Chemistry, 406, 14.
  • Cooper, M. M., & Klymkowsky, M. W. (2013). The trouble with chemical energy: Why understanding bond energies requires an interdisciplinary systems approach. CBE-Life Sciences Education, 12, 306312.
  • Cooper, M. M., Sandi-Urena, S., & Stevens, R. (2008). Reliable multi method assessment of metacognition use in chemistry problem solving. Chemistry Education Research and Practice, 9, 1824.
  • Coppola, B. P., & Krajcik, J. S. (2013). Discipline-centered post-secondary science education research: Understanding university level science learning. Journal of Research in Science Teaching, 50(6), 627638.
  • D'Avanzo, C. (2013). Post-vision and change: Do we know how to change? CBE-Life Sciences Education, 12, 373382.
  • Dauer, J. T., Momsen, J. L., Speth, E. B., Makohon-Moore, S. C., & Long, T. M. (2013). Analyzing change in students' gene-to-evolution models in college-level introductory biology. Journal of Research in Science Teaching, 50(6), 639659.
  • Fairweather, J. (2008). Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education: A status report for the National Academies National Research Council Board on Science Education. Commissioned Paper for the National Academies Workshop: Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education. Retrieved May. 29, 2014 from http://www.nsf.gov/attachments/117803/public/Xc–Linking_Evidence-Fairweather.pdf
  • Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499505.
  • Ferriny-Mundy, J., & Güçler, B. (2009). Discipline-based efforts to enhance undergraduate STEM education. New Directions for Teaching and Learning, 117, 5567.
  • Freeman, S, Eddy, S. L., McDonough, M., Smith, M. K., Okoroafora, N., Jordta, H., & Wenderotha, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 84108415.
  • Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practical theories and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40, 731767.
  • Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12, 151183.
  • Henderson, C. (2008). Promoting instructional change in new faculty: An evaluation of the physics and astronomy new faculty workshop. American Journal of Physics, 76(2), 179187.
  • Henderson, C., Beach, A., & Fnkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 852984.
  • Henderson, C., & Dancy, M. (2007). Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics. Physical Review Special Topics—Physics Education Research, 3(020102), 114.
  • Kezar, A. (2009). Synthesis of scholarship on change in higher education. Paper presented at the conference entitled Mobilizing STEM Education for a Sustainable Future. Emory College, Atlanta, GA.
  • Kohl, P. B., & Finkelstein, N. D. (2005). Student representational competence and self-assessment when solving physics problems. Physical Review Special Topics—Physics Education Research, 1(010104), 111.
  • Kozma, R., & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 34(9), 949968.
  • Lampert, M., Boerst, T. A., & Graziani, F. (2011). Organizational resources in the service of school-wide ambitious teaching practice. Teachers College Record, 113(7), 13611400.
  • Lopez, E. J., Nandagopal, K., Shavelson, R. J., Szu, E., & Penn, J. (2013). Self-regulated study strategies and academic performance in under graduate organic chemistry: An investigation examining ethnically diverse students. Journal of Research in Science Teaching, 50(6), 660676.
  • Magnani, L., Nersessian, N., & Thagard, P. (Eds.), (1999). Model-based reasoning in scientific discovery. New York, NY: Plenum Press.
  • Major, C. H., & Palmer, B. (2006). Reshaping teaching and learning: The transformation of faculty pedagogical content knowledge. Higher Education, 51, 619647.
  • Manthey, S., & Brewe, E. (2013). Toward university modeling instruction—Biology: Adapting curricular frameworks from physics to biology. CBE-Life Sciences Education, 12, 206214.
  • Matz, R. L., Rothman, E. D., Krajcik, J. S., & Banaszak Holl, M. M. (2012). Concurrent enrollment in lecture and laboratory enhances student performance and retention. Journal of Research in Science Teaching, 49(5), 659682.
  • Mazzarone, K. M., & Grove, N. P. (2013). Understanding epistemological development in first- and second-year chemistry students. Journal of Chemical Education, 90, 968975.
  • McDermott, L. C., & Redish, E. F. (1999). Resource letter: PER-1: Physics education research. American Journal of Physics, 67(9), 755767.
  • National Research Council. (2012a). Discipline-Based Education Research: Understanding and improving learning in undergraduate science and engineering. S. R. Singer, N. R. Nielsen, & H. A. Schweingruber (Eds.), Committee on the status, contributions, and future directions of Discipline-Based Education Research. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
  • National Research Council. (2012b). Commissioned papers: Status, contributions, and future direction of Discipline-Based Education Research (DBER). Available at: http://sites.nationalacademies.org/dbasse/bose/dbasse_080124. Last accessed: 07/03/2014.
  • National Research Council. (2012c). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
  • Padilla, K., Ponce-de-León, A. M., Rembado, F. M., & Garritz, A. (2008). ‘Undergraduate professors’ pedagogical content knowledge: The case of ‘amount of substance.’ International Journal of Science Education, 30, 13891404.
  • President's Council of Advisors on Science and Technology (PCAST). (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: White House.
  • Redish, E. F., & Cooke, T. J. (2013). Learning each other's ropes: Negotiating interdisciplinary authenticity. CBE-Life Sciences Education, 12, 175186.
  • Redish, E. F., Steinberg, R. N., & Saul, J. M. (1998). Student expectations in introductory physics. American Journal of Physics, 66, 212224.
  • Reid, N., & Sha, I. (2007). The role of laboratory work in university chemistry. Chemistry Education Research and Practice, 8(2), 172185.
  • Ruiz-Primo, M. A., Briggs, D., Iverson, H., Talbot, R., & Shepard, L. A. (2011). Impact of undergraduate science course innovations on learning. Science, 331(6022), 12691270.
  • Russ, R. S., Scherr, R. E., Hammer, D., & Mikeska, J. (2008). Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science. Science Education, 92(3), 499525.
  • Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112138.
  • Scherr, R. E., Close, H. G., McKagan, S. B., & Vokos, S. (2012). Representing energy. I. Representing a substance ontology for energy. Physical Review Special Topics—Physics Education Research, 8(020114), 111.
  • Singer, S. R. (2013). Advancing research on undergraduate science learning. Journal of Research in Science Teaching, 50(6), 768772.
  • Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127140.
  • Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21(3), 275284.
  • Vander Stoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21(4), 345362.
  • Vergara, C. E., Urban-Lurain, M., Campa, H., III, Cheruvelil, K. S., Ebert-May, D., Fata-Hartley, C., & Johnston, K. (2014). FAST-Future Academic Scholars in Teaching: A high-engagement development program for future STEM faculty. Innovative Higher Education, 39(2), 93107.
  • Walker, J., & Sampson, V. (2013). Learning to argue and arguing to learn in science: Argument-driven inquiry as a way to help undergraduate chemistry students learn how to construct arguments and engage in argumentation during a laboratory course. Journal of Research in Science Teaching, 50(50), 561596.
  • Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941967.