How do high school students' genetics progression networks change due to genetics instruction and how do they stabilize years after instruction?-Reference-Cited by-同舟云学术

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How do high school students' genetics progression networks change due to genetics instruction and how do they stabilize years after instruction?

Published:2022-01-05 Issue:5 Volume:59 Page:779-807
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Todd Amber¹^ORCID,Romine William²,Sadeghi Reza³,Cook Whitt Kate⁴,Banerjee Tanvi³

Affiliation:

1. Department of Medical Education, Boonshoft School of Medicine Wright State University Dayton Ohio USA

2. Department of Biological Sciences Wright State University Dayton Ohio USA

3. Department of Computer Science Wright State University Dayton Ohio USA

4. Maine Mathematics and Science Alliance Augusta Maine USA

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21744

Reference100 articles.

1. The Dominance Concept Inventory: A Tool for Assessing Undergraduate Student Alternative Conceptions about Dominance in Mendelian and Population Genetics

2. Searching for Bayesian Network Structures in the Space of Restricted Acyclic Partially Directed Graphs

3. Model selection for ecologists: the worldviews of AIC and BIC

4. Learning Progressions in Science

Cited by 3 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective;Journal of Research in Science Teaching;2023-12-12

2. Birinci Sınıf Biyoloji ve Kimya Öğretmen Adaylarının Modern Genetiğe İlişkin Kavramsal Anlama Düzeylerinin Değerlendirilmesi;Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi;2023-09-30

3. Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design;Frontiers in Education;2022-08-22

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