Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Multiple Regression Analysis | 3 |
| Science Instruction | 3 |
| Biology | 2 |
| Statistical Analysis | 2 |
| Advanced Courses | 1 |
| Affective Behavior | 1 |
| Barriers | 1 |
| Beliefs | 1 |
| College Science | 1 |
| Conflict | 1 |
| Creationism | 1 |
| More ▼ | |
Author
| Brown, Ethan | 1 |
| Jasien, Paul G. | 1 |
| Lawson, Anton E. | 1 |
| Metzger, Kelsey J. | 1 |
| Smith, Brittany A. | 1 |
| Soneral, Paula A. G. | 1 |
| Worsnop, William A. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 1 |
Audience
| Teachers | 3 |
| Practitioners | 1 |
Location
| Minnesota | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkMetzger, Kelsey J.; Smith, Brittany A.; Brown, Ethan; Soneral, Paula A. G. – Journal of College Science Teaching, 2018
This study describes the development and implementation of an iterative diagnostic and intervention routine designed to elicit and quantitatively describe aspects of student metacognition, affect, and study habits in a first-year undergraduate biology course. The Student Metacognition, Affect, and Study Habits (SMASH) inventory is a…
Descriptors: Science Instruction, College Science, Undergraduate Study, Metacognition
Jasien, Paul G. – Journal of Chemical Education, 2008
A semi-quantitative model has been developed to estimate the relative effects of dispersion, dipole-dipole interactions, and H-bonding on the normal boiling points ("T[subscript b]") for a subset of simple organic systems. The model is based upon a statistical analysis using multiple linear regression on a series of straight-chain organic…
Descriptors: Organic Chemistry, Multiple Regression Analysis, Statistical Analysis, Misconceptions
Peer reviewedLawson, Anton E.; Worsnop, William A. – Journal of Research in Science Teaching, 1992
Indicates that measures of reflective reasoning skill are significantly related to initial scientific beliefs about evolution, as well as to gains in declarative knowledge about evolution; however, the same measures are not significantly related to changes in those beliefs. Interrelationships among the study's major variables and their educational…
Descriptors: Beliefs, Biology, Conflict, Creationism
