The Task Navigator Following the STRAKNAP Concept: Development, Application, and Evaluation of a New Scaffold to Support Nonmajor Chemistry Students while Solving Tasks in Organic Chemistry

Arrows on the Page Are Not a Good Gauge: Evidence for the Importance of Causal Mechanistic Explanations about Nucleophilic Substitution in Organic Chemistry

(2020) Olivia M. Crandell et al.   JOURNAL OF CHEMICAL EDUCATION

Thinking in Alternatives—A Task Design for Challenging Students’ Problem-Solving Approaches in Organic Chemistry

(2020) Leonie Lieber et al.   JOURNAL OF CHEMICAL EDUCATION

Comparison of normalized gain and Cohen’s d for analyzing gains on concept inventories

(2018) Jayson M. Nissen et al.   Physical Review Physics Education Research

Reasoning about Reactions in Organic Chemistry: Starting It in General Chemistry

(2018) Olivia M. Crandell et al.   JOURNAL OF CHEMICAL EDUCATION

Developing and Applying Stepped Supporting Tools in Organic Chemistry To Promote Students’ Self-Regulated Learning

(2018) Jolanda Hermanns et al.   JOURNAL OF CHEMICAL EDUCATION

Analyzing learning during Peer Instruction dialogues: A resource activation framework

(2014) Anna K. Wood et al.   Physical Review Special Topics-Physics Education Research

The “handwriting brain”: A meta-analysis of neuroimaging studies of motor versus orthographic processes

(2013) Samuel Planton et al.   CORTEX

Self-Regulated Learning: Beliefs, Techniques, and Illusions

(2012) Robert A. Bjork et al.   Annual Review of Psychology

The Use and Evaluation of Scaffolding, Student Centered-Learning, Behaviorism, and Constructivism To Teach Nuclear Magnetic Resonance and IR Spectroscopy in a Two-Semester Organic Chemistry Course

(2012) Kimberly Livengood et al.   JOURNAL OF CHEMICAL EDUCATION

What can we do about ‘Parker’? A case study of a good student who didn't ‘get’ organic chemistry

(2008) Trisha L. Anderson et al.   Chemistry Education Research and Practice