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Advances in Physiology Education|March 6, 2019
Physiology is hard: a replication study of students' perceived learning difficultiesTara Slominski, Sarah Grindberg, Jennifer Momsen
CBE Life Sciences Education|March 2, 2023
The Impact of Context on Students' Framing and Reasoning about Fluid DynamicsTara Slominski, Warren M Christensen, John B Buncher, et al.
CBE Life Sciences Education|May 2, 2022
Using Systems and Systems Thinking to Unify Biology EducationJennifer Momsen, Elena Bray Speth, Sara Wyse, et al.
CBE Life Sciences Education|September 2, 2020
Using Framing as a Lens to Understand Context Effects on Expert ReasoningTara Slominski, Andrew Fugleberg, Warren M Christensen, et al.
CBE Life Sciences Education|March 7, 2013
Stereotyped: investigating gender in introductory science coursesShanda Lauer, Jennifer Momsen, Erika Offerdahl, et al.
CBE Life Sciences Education|June 6, 2013
Using assessments to investigate and compare the nature of learning in undergraduate science coursesJennifer Momsen, Erika Offerdahl, Mila Kryjevskaia, et al.
CBE Life Sciences Education|October 21, 2024
Calling for Equity-focused Quantitative Methodology in Discipline-based Education Research: An Introduction to Latent Class AnalysisTara Slominski, Oluwatobi O Odeleye, Jacob W Wainman, et al.
CBE Life Sciences Education|September 4, 2014
Introductory biology students' conceptual models and explanations of the origin of variationElena Bray Speth, Neil Shaw, Jennifer Momsen, et al.
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