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dc.contributor.authorMichelle Smith
dc.contributor.authorJennifer Knight
dc.date.accessioned2019-10-04T20:13:20Z-
dc.date.available2019-10-04T20:13:20Z-
dc.date.issued2012
dc.identifier.urihttps://sei.ubc.ca/handle/seima/2191-
dc.descriptionSmith, M. K., & Knight, J. K. (2012). Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics courses. Genetics, 191(1), 21-32. Retrieved from https://dx.doi.org/10.1534%2Fgenetics.111.137810
dc.publisherGenetics
dc.relation.urihttps://doi.org/10.1534/genetics.111.137810
dc.subjectlife sciences
dc.subjectstudent difficulties
dc.subjectconcept test
dc.titleUsing the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics courses
dc.typearticle
dcterms.accessRightsPublisher
dcterms.audienceInstructors
dcterms.audienceScience Education Specialists
dcterms.audienceScience Education Researchers
dcterms.rightsHolderauthor(s) of work unless otherwise stated by publisher
ubc.itemTypePaper
ubc.accessibilityFeatureunknownen_US
ubc.accessibilityHazardunknownen_US
ubc.affiliationLife Sciences
dc.identifier.doi10.1534/genetics.111.137810
Appears in Collections:Science Education Initiative: Research

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