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Beni Mbwile, Celestin Ntivuguruzwa & K. K. Mashood. (2023) Exploring the Understanding of Concept Inventories for Classroom Assessment by Physics Tutors and Pre-Service Teachers in Tanzania. African Journal of Research in Mathematics, Science and Technology Education 27:1, pages 36-46.
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Karen M. Bursic. (2020) An engineering economy concept inventory. The Engineering Economist 65:3, pages 179-194.
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Destenie Nock. (2020) “Let’s Bid!” - A modular activity to promote interest in engineering economy. The Engineering Economist 65:3, pages 195-212.
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C. Evans, C. Kandiko Howson & A. Forsythe. (2018) Making sense of learning gain in higher education. Higher Education Pedagogies 3:1, pages 1-45.
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Thomas Schubatzky, Rainer Wackermann, Carina Wöhlke, Claudia Haagen-Schützenhöfer, Marko Jedamski, Hannes Lindemann & Kai Cardinal. (2023) Entwicklung des Concept-Inventory CCCI-422 zu den naturwissenschaftlichen Grundlagen des KlimawandelsDevelopment of the Concept Inventory CCCI-422 Regarding the Underlying Scientific Principles of Climate Change. Zeitschrift für Didaktik der Naturwissenschaften 29:1.
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Grace C. Tetschner & Sachin Nedungadi. (2023) Obtaining Validity Evidence During the Design and Development of a Resonance Concept Inventory. Journal of Chemical Education.
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Lara K. Goudsouzian & Jeremy L. Hsu. (2023) Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom. CBE—Life Sciences Education 22:3.
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Kathy Tangalakis, Louise Lexis, Deanne H. Hryciw, Michelle Towstoless, Anthony J. Bakker, Elizabeth Beckett, Daniel Brown, Melissa Cameron, Julia Choate, Lisa Chopin, Matthew B. Cooke, Tracy Douglas, Suzanne Estaphan, Sarah Etherington, Voula Gaganis, Andrew Moorhouse, Christian Moro, Tamara Paravicini, Ben Perry, Ruben Phillips, Christopher Scott, Gabrielle Todd, Tanya Uebergang, Glenn Wadley, Matthew Watt & Alan Hayes. (2023) Establishing consensus for the core concepts of physiology in the Australian higher education context using the Delphi method. Advances in Physiology Education 47:3, pages 419-426.
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Ioana MAGDAŞ, Julie HENRY & Adrian MAGDAȘ. (2023) A concept inventory to identify fractions misconceptions among prospective primary and preschool teachers in Romania. Acta Didactica Napocensia 16:1, pages 1-11.
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Paul J. White, Clare Guilding, Tom Angelo, John P. Kelly, Laurel Gorman, Steven J. Tucker, Ashleigh Fun, Jae Han, Guanliang Chen, Yassmin Samak, Anna‐Marie Babey, Fabiana A. Caetano, Sudhir Chandra Sarangi, Jennifer Koenig, Haiping Hao, Joseph Goldfarb, Kelly Karpa, Luciene Vieira, Carolina Restini, Margaret Cunningham, Patrik Aronsson, Roisin Kelly‐Laubscher, Mark Hernandez, Patangi K. Rangachari, Janet Mifsud, Fatima Mraiche, Ramzi Sabra, Octavio Piñeros, Xuechu Zhen, Helen Kwanashie, Betty Exintaris, Nilushi Karunaratne, Kuniaki Ishii & Yannee Liu. (2023) Identifying the core concepts of pharmacology education: A global initiative. British Journal of Pharmacology 180:9, pages 1197-1209.
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Rashpinder Kaur, Archana Mantri, Pratibha Nagabhushan & Gurjinder Singh. (2023) Examining the Impact of Teaching Electronics Fundamentals in different Learning Environments on Student’s Conceptual Knowledge. Examining the Impact of Teaching Electronics Fundamentals in different Learning Environments on Student’s Conceptual Knowledge.
P. Citlally Jimenez, Doug Golick, Brian A. Couch & Jenny M. Dauer. (2022) Developing and evaluating a pollination systems knowledge assessment in a multidisciplinary course. International Journal of STEM Education 9:1.
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Beatriz García-Fernández, Carlos-Emeterio Sobrino-Costoso & José-Reyes Ruiz-Gallardo. (2021) Teachers’ and Their Pupils’ Performance on Plant Nutrition: a Comparative Case. Research in Science Education 52:4, pages 1109-1129.
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Eder Hernandez, Esmeralda Campos, Pablo Barniol & Genaro Zavala. (2022) Phenomenographic analysis of students’ conceptual understanding of electric and magnetic interactions. Physical Review Physics Education Research 18:2.
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Theresa G. Mercer, Andrew P. Kythreotis, Hannah Kelly, Zoe P. Robinson, Sharon M. George & David Sands. 2022. Didactic Strategies and Resources for Innovative Geography Teaching. Didactic Strategies and Resources for Innovative Geography Teaching
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Kent Robert Kirya, Tindi Seje Nuru & Lakhan Lal Yadav. (2022) Conceptual understanding of force concepts in the Ugandan context: A thread assessing performance and misconceptions. Journal of Mathematics and Science Teacher 2:1, pages em008.
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Israel KİBİRİGE & Dina MAMASHELA. (2022) Learners’ prevalent misconceptions about force and experiences of flipped classes. Journal for the Education of Gifted Young Scientists 10:1, pages 109-120.
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Ben Van Dusen, Jayson Nissen, Robert M. Talbot, Hannah Huvard & Mollee Shultz. (2021) A QuantCrit Investigation of Society’s Educational Debts Due to Racism and Sexism in Chemistry Student Learning. Journal of Chemical Education 99:1, pages 25-34.
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A. Mani. 2022. Transactions on Rough Sets XXIII. Transactions on Rough Sets XXIII
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Matteo Bozzi, Juliana E. Raffaghelli & Maurizio Zani. (2021) Peer Learning as a Key Component of an Integrated Teaching Method: Overcoming the Complexities of Physics Teaching in Large Size Classes. Education Sciences 11:2, pages 67.
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Jenny L. McFarland & Joel A. Michael. (2020) Reflections on core concepts for undergraduate physiology programs. Advances in Physiology Education 44:4, pages 626-631.
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Ana Muñoz Restrepo, Isabel Valderrama Carvajal, Alejandra Lopez Muñoz & Ricardo Avendaño Franco. (2020) Measuring Language Gains in a Foreign Language Context. Colombian Applied Linguistics Journal 22:1, pages 69-86.
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Greg L. Nelson, Filip Strömbäck, Ari Korhonen, Marjahan Begum, Ben Blamey, Karen H. Jin, Violetta Lonati, Bonnie MacKellar & Mattia Monga. (2020) Differentiated Assessments for Advanced Courses that Reveal Issues with Prerequisite Skills. Differentiated Assessments for Advanced Courses that Reveal Issues with Prerequisite Skills.
Julie Henry & Bruno Dumas. (2020) Developing an Assessment to Profile Students based on their Understanding of the Variable Programming Concept. Developing an Assessment to Profile Students based on their Understanding of the Variable Programming Concept.
Matthew Ford, Hadas Ritz, Benjamin Finio & Elizabeth Fisher. (2020) Multiple-choice Learning Assessments for Intermediate Mechanical Engineering Courses: Insights from Think-aloud Interviews. Multiple-choice Learning Assessments for Intermediate Mechanical Engineering Courses: Insights from Think-aloud Interviews.
Ann Reimers & Stefen Beeler-Duden. (2020) Modification of a Physics Rotational Kinematics Concept Inventory for use with Engineering Dynamics Students. Modification of a Physics Rotational Kinematics Concept Inventory for use with Engineering Dynamics Students.
Siera M. Stoen, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes & Michael J. Cahill. (2020) Force Concept Inventory: More than just conceptual understanding. Physical Review Physics Education Research 16:1.
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A. Mani. 2020. Rough Sets. Rough Sets
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Michael W. Klymkowsky & Kathy Garvin-Doxas. 2020. Active Learning in College Science. Active Learning in College Science
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Magali Coupaud, Jérémy Castéra, Hélène Cheneval-Armand, Pascale Brandt-Pomares & Alice Delserieys. (2019) Développer un questionnaire pour étudier les conceptions de l’évolution du vivant d’élèves de collège : entre cadres didactique et psychométriqueDevelopment of a questionnaire to study lower secondary school students’ conceptions of biological evolution: between a didactical and a psychometric framework. RDST:20, pages 27-59.
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Chris Impey. (2021) Online Resources for Astronomy Education and Outreach. Proceedings of the International Astronomical Union 15:S367, pages 105-115.
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Daniel G. F. Huilier. (2019) Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University. Fluids 4:4, pages 199.
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Henry Julie & Dumas Bruno. (2019) Towards the Identification of Profiles based on the Understanding of Programming Concepts: the Case of the Variable. Towards the Identification of Profiles based on the Understanding of Programming Concepts: the Case of the Variable.
J E M Perea Martins. (2019) Introducing the concepts of measurement accuracy and precision in the classroom. Physics Education 54:5, pages 055029.
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David P. Waters, Dragos Amarie, Rebecca A. Booth, Christopher Conover & Eleanor C. Sayre. (2019) Investigating students’ seriousness during selected conceptual inventory surveys. Physical Review Physics Education Research 15:2.
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Anne Ruggles Gere, Naitnaphit Limlamai, Emily Wilson, Kate MacDougall Saylor & Raymond Pugh. (2018) Writing and Conceptual Learning in Science: An Analysis of Assignments. Written Communication 36:1, pages 99-135.
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Peter Gossman & Stephen Powell. 2019. Employability via Higher Education: Sustainability as Scholarship. Employability via Higher Education: Sustainability as Scholarship
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