PUBLISHED WORK
PAIRED MULTIPLE-CHOICE QUESTIONS REVEAL THAT MANY STUDENTS HAVE AN INCOMPLETE QUANTITATIVE UNDERSTANDING OF VARIATION
Hicks, J., Dewey, J., Abebe, M., Brandvain, Y., & Schuchardt, A. (2021). Paired multiple-choice questions reveal students' incomplete statistical thinking about variation during data analysis. Journal of Microbiology & Biology Education 22(2). https://doi.org/10.1128/jmbe.00112-21
THE SYSTEMS OBJECT FRAMEWORK SUPPORTS WORK UNDERSTANDING STUDENTS' ORGANIZATION OF OBJECTS IN A SYSTEM
Ghalichi, N., Schuchardt, A., & Roehrig, G. (2021). Systems Object Framework: A framework for describing students’ depiction of object organisation within systems. International Journal of Science Education, 1–22. https://doi.org/10.1080/09500693.2021.1923855
INSTRUCTORS CREATE DIFFERENT SENSEMAKING OPPORTUNITIES FOR STUDENTS WHEN TEACHING MATHEMATICAL EQUATIONS
Zhao, F., Chau, L., & Schuchardt, A. (2021). Blended and more: Instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon. International Journal of STEM Education. 8(26). https://doi.org/10.1186/s40594-021-00280-5
THE SCI-MATH SENSEMAKING FRAMEWORK SUPPORTS RESEARCH INTO THE TEACHING AND LEARNING OF MATHEMATICAL EQUATIONS IN SCIENCE
Zhao, F. & Schuchardt, A. (2021). Development of the Sci-math Sensemaking Framework: Categorizing sensemaking of mathematical equations in science. International Journal of STEM Education 8(10). https://doi.org/10.1186/s40594-020-00264-x
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THE BIOVEDA ASSESSMENT MEASURES STUDENTS' UNDERSTANDING OF VARIATION IN BIOLOGICAL INVESTIGATIONS
Hicks J, Dewey J, Brandvain Y, Schuchardt A (2020) Development of the Biological Variation In Experimental Design And Analysis (BioVEDA) assessment. PLoS ONE 15(7): e0236098. https://doi.org/10.1371/journal.pone.0236098
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THE BIOVEDA CURRICULUM SUPPORTS STUDENTS IN EXPLORING VARIATION DURING BIOLOGICAL INVESTIGATIONS
Dewey J., Hicks J., Kramer M., Schuchardt A. (2020). BioVEDA curriculum: An approach to link conceptual and quantitative understanding of variation during experimental design and data analysis. CourseSource. https://doi.org/10.24918/cs.2020.16
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MANY STUDENTS PERCEIVE MUTATIONS AS AN ENTITY, NOT A PROCESS - IS THIS INFLUENCED BY INSTRUCTIONAL PRACTICES?
Zhao, F. & Schuchardt, A. (2019). Exploring students’ descriptions of mutations from a cognitive perspective suggests how to modify instructional approaches. CBE-Life Sciences Education, 18(3): ar45.
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BOTH COMPUTER-BASED AND BENCH-BASED CURES CAN HAVE POSITIVE IMPACTS ON STUDENTS’ ATTITUDES
Kirkpatrick, C., Schuchardt, A., Baltz, D., & Cotner, S. (2019). Computer-Based and Bench-Based Undergraduate Research Experiences Produce Similar Attitudinal Outcomes. CBE—Life Sciences Education, 18(1), ar10.
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THEÂ MODELING INSTRUCTION IN BIOLOGY WITH EXCEL (MBI-E) CURRICULUM IS EFFECTIVE IN DEVELOPING STUDENTS' CONTENT KNOWLEDGE AND REPRESENTATIONAL USAGE
Malone, K., Schnun, C.D., Schuchardt, A.M. (2018). Improving conceptual understanding and representation skills through Excel-based modeling. Journal of Science Education and Technology, 27 (1) 30-44.
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THE AMOUNT OF PROFESSIONAL DEVELOPMENT SUPPORT NECESSARY TO ACHIEVE STUDENT LEARNING GAINS VARIES DEPENDING ON THE DESIRED LEARNING OUTCOMES
Schuchardt, A., Tekkumru-Kisa, M., Schunn, C.D., Stein, M.K., & Reynolds, B. (2017). How much professional development is needed with educative curriculum materials? It depends upon the intended student learning outcomes. Science Education 101 (6) 1015-1033.
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STUDENTS GIVEN MODELED PROCESS INSTRUCTION ARE BETTER ABLE TO SOLVE COMPLEX MATHEMATICAL PROBLEMS THAN TRADITIONALLY INSTRUCTED STUDENTS
Schuchardt, A., & Schunn, C. D. (2016). Modeling scientific processes with mathematics equations enhances student qualitative conceptual understanding and quantitative problem solving. Science Education, 100, 290-320.
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APPLICATION OFÂ ENGINEERING DESIGN METHODS ANDÂ MATHEMATIC PROBLEM SOLVING TO BIOLOGY CONTENT MAKES BIOLOGICAL CONCEPTSÂ ACCESSIBLE TO MANY STUDENTS
Cox, C., Reynolds, B., Schunn, C., & Schuchardt, A. (2016). Using mathematics and engineering to solve problems in secondary level biology. Journal of STEM Education: Innovations and Research, 17(1), 22.
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