{"id":242,"date":"2017-08-31T00:27:39","date_gmt":"2017-08-31T00:27:39","guid":{"rendered":"http:\/\/myweb.fiu.edu\/sunderwo\/?page_id=242"},"modified":"2024-10-10T14:31:33","modified_gmt":"2024-10-10T14:31:33","slug":"publications-revised","status":"publish","type":"page","link":"https:\/\/myweb.fiu.edu\/sunderwo\/publications-revised\/","title":{"rendered":"Publications"},"content":{"rendered":"
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A Qualitative Investigation of Higher Education Chemistry Students\u2019 Perceptions of What Scientists Do<\/em><\/figcaption><\/figure>\n<\/div>\n\n
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Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms<\/em><\/figcaption><\/figure>\n<\/div>\n\n
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Components Critical to Successful Adoption and Adaptation of CLUE, a Transformed General Chemistry Curriculum<\/em><\/figcaption><\/figure>\n<\/div>\n\n
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Lessons Learned from Interdisciplinary Activities that Connect Chemistry and Biology<\/em><\/figcaption><\/figure>\n<\/div>\n\n
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\u201cBig Ideas\u201d of Introductory Chemistry and Biology Courses and the Connections between Them<\/em><\/figcaption><\/figure>\n<\/div>\n\n
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Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities<\/em><\/figcaption><\/figure>\n<\/div>\n\n
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Design-Based Implementation Research<\/em> (DBIR): An Approach to Propagate a Transformed General Chemistry Curriculum across Multiple Institutions<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Creating and testing an activity with interdisciplinary connections: entropy to osmosis<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Investigating the impact of three-dimensional
learning interventions on student understanding
of structure\u2013property relationships<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Students’ use of chemistry core ideas to explain the structure and stability of DNA<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Using Memes in the Classroom as a Final Exam Review Activity<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Reasoning about Reactions in Organic Chemistry: Starting It in General Chemistry<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Predictions and Constructing Explanations: An Investigation into Introductory Chemistry Students’ Understanding of Structure-Property Relationships<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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<\/a>Evaluating the Extent of a Large-Scale Transformation in Gateway Science Courses<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Connecting Structure\u2013Property and Structure\u2013Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Energy Connections and Misconnections across Chemistry and Biology<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Adapting Assessment Tasks to Support Three-Dimensional Learning<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Core Ideas or Topics: Building Up or Drilling Down<\/em>?<\/figcaption><\/figure>\n<\/div>\n\n\n
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Investigating Students’ Reasoning about Acid-Base Reactions<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Developing an Empirically Grounded Framework to Assess Interdisciplinarity of Student Explanations of Everyday Phenomena<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Are non-covalent interactions an Achilles heel in chemistry education? A comparison of instructional approaches<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Challenge Faculty to Transform STEM Learning<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Student understanding of intermolecular forces: A multimodal study<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Answering the questions of whether and when student learning occurs: Using discrete-time survival analysis to investigate the ways in which college chemistry students\u2019 ideas about structure-property relationships evolve<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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A Short History of the Use of Technology to Model and Analyze Student Data for Teaching and Research<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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An investigation of college chemistry students’ understanding of structure\u2013property relationships<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Development and assessment of a molecular structure and properties learning progression<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Development and validation of the implicit information from Lewis structures instrument (IILSI): do students connect structures with properties<\/figcaption><\/figure>\n<\/div>\n\n\n
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Biological Concepts Instrument (BCI): A diagnostic tool for revealing student thinking<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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Lost in Lewis Structures: an Investigation of Student Difficulties in Developing Representational Competence<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n
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