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| Item Type | Title | Subject | Author(s) | Issue Date | Access |
|---|---|---|---|---|---|
| Paper | An Improved Design for In-Class Review | general; review activities; in-class activities | E Jane Maxwell; Lisa McDonnell; Carl Wieman | 2015 | Publisher |
| Poster | Exploring ways to overcome misconceptions about genetic linkage and molecular markers | life sciences; misconceptions | Jennifer Klenz; Lisa McDonnell | 2014 | Open |
| Poster | Profile of common genetics misconceptions in 1st to 4th year undergraduate biology students | life sciences; misconceptions | Pam Kalas; Lisa McDonnell | 2013 | Open |
| Poster | Beyond the content: Improving student problem-solving in genetics | life sciences; problem solving | Lisa McDonnell; Martha Mullally | 2014 | Open |
| Poster | Exam over, knowledge gone? Retention of conceptual and procedural knowledge in genetics | life sciences; retention; student knowledge | Lisa McDonnell; Pam Kalas | 2013 | Open |
| Paper | Teaching Students How to Check Their Work While Solving Problems in Genetics | life sciences; problem solving | Lisa McDonnell; Martha Mullally | 2016 | Publisher |
| Talk | Concept first, jargon second: An assessment of the influence of technical vocabulary on conceptual learning | life sciences; science communication | Megan Barker; Lisa McDonnell; Carl Wieman | 2014 | Open |
| Paper | Concepts First, Jargon Second Improves Student Articulation of Understanding | life sciences; science communication | Lisa McDonnell; Megan Barker; Carl Wieman | 2016 | Open |