Takip et
Stacey Lowery Bretz
Stacey Lowery Bretz
Dean for The Getty College of Arts & Sciences, Ohio Northern University
onu.edu üzerinde doğrulanmış e-posta adresine sahip - Ana Sayfa
Başlık
Alıntı yapanlar
Alıntı yapanlar
Yıl
Discipline-based education research: Understanding and improving learning in undergraduate science and engineering
HA Schweingruber, NR Nielsen, SR Singer
National Academies Press, 2012
11852012
Characterizing the level of inquiry in the undergraduate laboratory.
LB Buck, SL Bretz, MH Towns
Journal of college science teaching 38 (1), 2008
6292008
Novak's theory of education: Human constructivism and meaningful learning
SL Bretz
Journal of Chemical Education 78 (8), 1107, 2001
3692001
Evidence for the importance of laboratory courses
SL Bretz
Journal of Chemical Education 96 (2), 193-195, 2019
2722019
A continuum of learning: from rote memorization to meaningful learning in organic chemistry
NP Grove, SL Bretz
Chemistry Education Research and Practice 13 (3), 201-208, 2012
2382012
A rubric to characterize inquiry in the undergraduate chemistry laboratory
ME Fay, NP Grove, MH Towns, SL Bretz
Chemistry Education Research and Practice 8 (2), 212-219, 2007
2252007
Development of the bonding representations inventory to identify student misconceptions about covalent and ionic bonding representations
CJ Luxford, SL Bretz
Journal of chemical education 91 (3), 312-320, 2014
1922014
What faculty interviews reveal about meaningful learning in the undergraduate chemistry laboratory
SL Bretz, M Fay, LB Bruck, MH Towns
Journal of Chemical Education 90 (3), 281-288, 2013
1812013
Faculty perspectives of undergraduate chemistry laboratory: Goals and obstacles to success
LB Bruck, M Towns, SL Bretz
Journal of Chemical Education 87 (12), 1416-1424, 2010
1752010
Development and assessment of a diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength
LKM McClary, SL Bretz
International Journal of Science Education 34 (15), 2317-2341, 2012
1742012
Development of an assessment tool to measure students’ meaningful learning in the undergraduate chemistry laboratory
KR Galloway, SL Bretz
Journal of Chemical Education 92 (7), 1149-1158, 2015
1632015
Investigating affective experiences in the undergraduate chemistry laboratory: Students’ perceptions of control and responsibility
KR Galloway, Z Malakpa, SL Bretz
Journal of Chemical Education 93 (2), 227-238, 2016
1602016
Discipline-based education research
SR Singer, NR Nielsen, HA Schweingruber
Washington, DC: The National Academies, 2012
1282012
CHEMX: An instrument to assess students' cognitive expectations for learning chemistry
N Grove, SL Bretz
Journal of Chemical Education 84 (9), 1524, 2007
1242007
Diagnosing changes in attitude in first-year college chemistry students with a shortened version of Bauer's semantic differential
AR Brandriet, X Xu, SL Bretz, JE Lewis
Chemistry Education Research and Practice 12 (2), 271-278, 2011
1212011
Impact of a spiral organic curriculum on student attrition and learning
NP Grove, JW Hershberger, SL Bretz
Chemistry Education Research and Practice 9 (2), 157-162, 2008
1212008
Students’ understandings of acid strength: How meaningful is reliability when measuring alternative conceptions?
SL Bretz, LK McClary
Journal of Chemical Education 92 (2), 212-219, 2015
1172015
The development of the redox concept inventory as a measure of students’ symbolic and particulate redox understandings and confidence
AR Brandriet, SL Bretz
Journal of Chemical Education 91 (8), 1132-1144, 2014
1102014
Organic chemistry students' ideas about nucleophiles and electrophiles: the role of charges and mechanisms
ME Anzovino, SL Bretz
Chemistry Education Research and Practice 16 (4), 797-810, 2015
1052015
Measuring meaningful learning in the undergraduate chemistry laboratory: A national, cross-sectional study
KR Galloway, SL Bretz
Journal of Chemical Education 92 (12), 2006-2018, 2015
1032015
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