Export 8 results:
Filters: Author is Jennifer K Knight [Clear All Filters]
Automated Analysis Provides Insights into Students’ Challenges Understanding the Processes Underlying the Flow of Genetic Information. In National Assocation for Research in Science Teaching Annual Conference. presented at the 04/2016, Baltimore, MD: NARST.. (2016).
Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. In ASEE Annual Conference. presented at the 06/2014, Indianapolis, IN: ASEE. Retrieved from http://www.asee.org/public/conferences/32/papers/9856/view. (2014).
Investigating the Impact of Faculty Learning Communities on Biology Instructors. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. presented at the 07/2014, Minneapolis, MN: SABER.. (2014).
How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research. CBE-Life Sciences Education, 12, 153–161.. (2013).
Student writing reveals their heterogeneous thinking about the origin of genetic variation in populations. In National Association on Research in Science Teaching. presented at the 04/2013, Rio Grande, Puerto Rico: NARST.. (2013).
Using Lexical Analysis to Explore Students’ Written Responses to Genetics Concept Assessment-Derived Items. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. presented at the 07/2012, National Meeting of the Society for the Advancement of Biology Education Research: SABER.. (2012).
Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network. CBE - Life Sciences Education, 10, 149-155. presented at the Summer. doi:10.1187/cbe.11-03-0019. (2011).
The genetics concept assessment: A new concept inventory for gauging student understanding of genetics. CBE Life Sci Educ, 7, 422-430. presented at the December 1, 2008. doi:10.1187/cbe.08-08-0045. (2008).