Affiliation:
1. Chemistry Department, Wellesley College, Wellesley, MA 02481
Abstract
Concept inventories and learning progressions are both incomplete frameworks, but alignment between them allowed conclusions to be drawn about the validity of a learning progression. It also identified gaps in measuring student understanding about acids and bases in the various inventories.
Publisher
American Society for Cell Biology (ASCB)
Subject
General Biochemistry, Genetics and Molecular Biology,Education