Artykuły udostępnione publicznie: - Hannah SevianWięcej informacji
Niedostępne w żadnym miejscu: 4
This mechanistic step is “productive”: organic chemistry students' backward-oriented reasoning
I Caspari, ML Weinrich, H Sevian, N Graulich
Chemistry Education Research and Practice 19 (1), 42-59, 2018
Upoważnienia: US National Science Foundation
Capturing students’ abstraction while solving organic reaction mechanism problems across a semester
ML Weinrich, H Sevian
Chemistry Education Research and Practice 18 (1), 169-190, 2017
Upoważnienia: US National Science Foundation
Better formative assessment: Making formative assessment more responsive to student needs
M Clinchot, C Ngai, R Huie, V Talanquer, J Lambertz, G Banks, ...
The Science Teacher 84 (3), 69-75, 2017
Upoważnienia: US National Science Foundation
Looking into the black box: Using gaze and pupillometric data to probe how cognitive load changes with mental tasks
JM Karch, JC García Valles, H Sevian
Journal of Chemical Education 96 (5), 830-840, 2019
Upoważnienia: US National Science Foundation
Dostępne w jakimś miejscu: 20
How does STEM context-based learning work: What we know and what we still do not know
H Sevian, YJ Dori, I Parchmann
International Journal of Science Education 40 (10), 1095-1107, 2018
Upoważnienia: US National Science Foundation
Characterizing the formative assessment enactment of experienced science teachers
V Dini, H Sevian, K Caushi, R Orduña Picón
Science Education 104 (2), 290-325, 2020
Upoważnienia: US National Science Foundation
Comparison of learning in two context-based university chemistry classes
H Sevian, D Hugi-Cleary, C Ngai, F Wanjiku, JM Baldoria
International Journal of Science Education 40 (10), 1239-1262, 2018
Upoważnienia: US National Science Foundation
Teacher dilemmas as sources of change and development
I Caspari-Gnann, H Sevian
Teaching and Teacher Education 112, 103629, 2022
Upoważnienia: US National Science Foundation
Teaching about energy: Application of the conceptual profile theory to overcome the encapsulation of school science knowledge
O Aguiar, H Sevian, CN El-Hani
Science & Education 27, 863-893, 2018
Upoważnienia: US National Science Foundation
Qualifying domains of student struggle in undergraduate general chemistry laboratory
C Keen, H Sevian
Chemistry Education Research and Practice 23 (1), 12-37, 2022
Upoważnienia: US National Science Foundation
Teachers’ noticing, interpreting, and acting on students’ chemical ideas in written work
SA Murray, R Huie, R Lewis, S Balicki, M Clinchot, G Banks, V Talanquer, ...
Journal of chemical education 97 (10), 3478-3489, 2020
Upoważnienia: US National Science Foundation
Capturing chemical identity thinking
C Ngai, H Sevian
Journal of Chemical Education 94 (2), 137-148, 2017
Upoważnienia: US National Science Foundation
Epistemic games in substance characterization
H Sevian, S Couture
Chemistry Education Research and Practice 19 (4), 1029-1054, 2018
Upoważnienia: US National Science Foundation
Development of a framework to capture abstraction in physical chemistry problem solving
JM Karch, H Sevian
Chemistry Education Research and Practice 23 (1), 55-77, 2022
Upoważnienia: US National Science Foundation
Analyzing chemistry teachers’ formative assessment practices using formative assessment portfolio chapters
TN Abell, H Sevian
Journal of chemical Education 97 (12), 4255-4267, 2020
Upoważnienia: US National Science Foundation
Addressing equity asymmetries in general chemistry outcomes through an asset-based supplemental course
H Sevian, TD King-Meadows, K Caushi, T Kakhoidze, JM Karch
JACS Au 3 (10), 2715-2735, 2023
Upoważnienia: US National Science Foundation
Conceptual profile of substance: Representing heterogeneity of thinking in chemistry classrooms
R Orduña Picón, H Sevian, EF Mortimer
Science & Education 29 (5), 1317-1360, 2020
Upoważnienia: US National Science Foundation
Investigating How Teachers’ Formative Assessment Practices Change Across a Year
TN Abell, H Sevian
Journal of Chemical Education 98 (9), 2799-2808, 2021
Upoważnienia: US National Science Foundation
A design-based process in characterizing experienced teachers’ formative assessment enactment in science classrooms
H Sevian, V Dini
Bridging Research and Practice in Science Education: Selected Papers from …, 2019
Upoważnienia: US National Science Foundation
Probing the relevance of chemical identity thinking in biochemical contexts
C Ngai, H Sevian
CBE—Life Sciences Education 17 (4), ar58, 2018
Upoważnienia: US National Science Foundation
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