Stephanie M. Gardner

发表

The Basic Competencies of Biological Experimentation: Concept-Skill Statements

Nancy Pelaez, Trevor R Anderson, Stephanie M. Gardner, 2016 .

Human Brains Engaged in Rat Brains: Student-driven Neuroanatomy Research in an Introductory Biology Lab Course

Stephanie M. Gardner, Edward L. Bartlett, Gabriela C. Weaver, 2011, Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience.

Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking†

Stephanie M. Gardner, Brittany J. Gasper, 2013, Journal of microbiology & biology education.

Grappling with Graphs: New tools for improving graphing practices among biology students

Stephanie M. Gardner, Joel K. Abraham, Eli Meir, 2021 .

A Computational Model of Inferior Colliculus Responses to Amplitude Modulated Sounds in Young and Aged Rats

Stephanie M. Gardner, Edward L. Bartlett, Cal F. Rabang, 2012, Front. Neural Circuits.

Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology

Stephanie M. Gardner, Matthew Lira, 2020, CBE life sciences education.

The Graph Rubric: Development of a Teaching, Learning, and Research Tool

Stephanie M. Gardner, A. Angra, 2018, CBE life sciences education.

Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology

Stephanie M. Gardner, A. Angra, 2017, CBE life sciences education.

A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines

Trevor R Anderson, Stephanie M. Gardner, Joel K. Abraham, 2018, CBE life sciences education.

Structure-function relations in physiology education: Where's the mechanism?

Stephanie M. Gardner, Matthew Lira, 2017, Advances in physiology education.

The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation

Stephanie M. Gardner, N. Pelaez, K. Clase, 2022, Journal of Biological Education.

Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments

Stephanie M. Gardner, Joel K. Abraham, E. Meir, 2021, Journal of Science Education and Technology.

Isolation and preliminary characterization of amino acid substitution mutations that increase the activity of the osmoregulated ProP protein of Salmonella enterica serovar Typhimurium.

Stephanie M. Gardner, Brittany J. Gasper, M. Meyer, 2012, DNA and cell biology.

Correction to: Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments

Stephanie M. Gardner, Joel K. Abraham, E. Meir, 2021, Journal of Science Education and Technology.

Development of a framework for graph choice and construction.

Aakanksha Angra, Stephanie M Gardner, Stephanie M. Gardner, 2016, Advances in physiology education.

A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking

Stephanie M. Gardner, Nancy J. Pelaez, N. Pelaez, 2023, Science & education.

Chronicling the Journey of the Society for the Advancement in Biology Education Research (SABER) in its Effort to Become Antiracist: From Acknowledgement to Action

Stephanie M. Gardner, Anne C. S. McIntosh, Jaime L. Sabel, 2021, Frontiers in Education.

Structure-function relations in physiology education: Where’s the mechanism?

Stephanie M. Gardner, Matthew Lira, 2017 .