John E. Merrill

发表

AC 2012-4747: DECIPHERING STUDENT IDEAS ON THERMODYNAM- ICSUSINGCOMPUTERIZEDLEXICALANALYSISOFSTUDENTWRIT- ING

Mark Urban-Lurain, Luanna B. Prevost, Kevin C. Haudek, 2012 .

EXPANDING A NATIONAL NETWORK FOR AUTOMATED ANALYSIS OF CONSTRUCTED RESPONSE ASSESSMENTS TO REVEAL STUDENT THINKING IN STEM

Mark Urban-Lurain, Luanna B. Prevost, Melanie M. Cooper, 2014 .

Deciphering student ideas on thermodynamics using computerized lexical analysis of student writing

Mark Urban-Lurain, Luanna B. Prevost, Kevin C. Haudek, 2012 .

Assessing students' ability to trace matter in dynamic systems in cell biology.

John E. Merrill, Christopher D. Wilson, C. W. Anderson, 2006, CBE life sciences education.

Challenges in Developing Computerized Scoring Models for Principle-Based Reasoning in a Physiology Context

Kevin C. Haudek, John E. Merrill, Jennifer H. Doherty, 2019 .

Applying Computerized-Scoring Models of Written Biological Explanations across Courses and Colleges: Prospects and Limitations

Mark Urban-Lurain, Minsu Ha, John E. Merrill, 2011, CBE life sciences education.

Automated Analysis of Written Assessments in STEM : Methodological Issues

Kevin C. Haudek, John E. Merrill, Michelle K. Smith, 2016 .

Supplementing introductory biology with on‐line curriculum *

John E. Merrill, J. Batzli, Heejun Lim, 2004, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.

Introductory biology undergraduate students' mixed ideas about genetic information flow

Kevin C. Haudek, John E. Merrill, M. Urban-Lurain, 2020, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.

Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students’ Reasoning of Complex Science Concepts

Kevin C. Haudek, John E. Merrill, Jennifer H. Doherty, 2019 .

Structure and Function Relationships in the Educational Expectations of Professional Societies across the STEM Disciplines

Kevin C. Haudek, John E. Merrill, M. Urban-Lurain, 2018 .

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

John E. Merrill, Michelle K. Smith, J. Knight, 2018, CBE life sciences education.

Mixed Student Ideas about Mechanisms of Human Weight Loss

Kevin C. Haudek, John E. Merrill, M. Urban-Lurain, 2019, CBE life sciences education.

What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?

John E. Merrill, Michelle K. Smith, J. Knight, 2017, CBE life sciences education.

Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular Respiration Tutorial

Kevin C. Haudek, John E. Merrill, M. Urban-Lurain, 2021, CBE life sciences education.

Interdisciplinary insights from instructor interviews reconciling “structure and function” in biology, biochemistry, and chemistry through the context of enzyme binding

Kevin C. Haudek, John E. Merrill, M. Urban-Lurain, 2019, Disciplinary and Interdisciplinary Science Education Research.

Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development

Kevin C. Haudek, John E. Merrill, Michelle K. Smith, 2019, CBE life sciences education.

A clicker-based case study that untangles student thinking about the processes in the central dogma

Jennifer M. Martin, John E. Merrill, Michelle K. Smith, 2016 .

Exploring Undergraduates' Understanding of Photosynthesis Using Diagnostic Question Clusters

Gail Richmond, Brett Merritt, Mark Urban-Lurain, 2012, CBE life sciences education.

Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis

Mark Urban-Lurain, Luanna Prevost, Kevin C. Haudek, 2015, CBE life sciences education.

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

Jennifer Knight, Mark Urban-Lurain, Jennifer J. Kaplan, 2011, CBE life sciences education.

Construct Validity of Computer Scored Constructed Response Items in Undergraduate Introductory Biology Courses

Kevin C. Haudek, John E. Merrill, M. Urban-Lurain, 2020 .

Beyond multiple choice exams: Using computerized lexical analysis to understand students' conceptual reasoning in STEM disciplines

Mark Urban-Lurain, Kevin C. Haudek, John E. Merrill, 2009, 2009 39th IEEE Frontiers in Education Conference.

Quantifying cognitive bias in educational researchers

Mark Urban-Lurain, Kevin C. Haudek, John Merrill, 2020 .

What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology

Mark Urban-Lurain, Luanna B. Prevost, Kevin C. Haudek, 2012, CBE life sciences education.

Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression

Mark Urban-Lurain, Kevin C. Haudek, John Merrill, 2020, Journal of Science Education and Technology.

Do Hybrid Lecture Formats Influence Laboratory Performance in Large, Pre-Professional Biology Courses?

John E. Merrill, S. Riffell, 2005 .

Examining student constructed explanations of thermodynamics using lexical analysis

Mark Urban-Lurain, Luanna Prevost, Kevin C. Haudek, 2012, 2012 Frontiers in Education Conference Proceedings.

Machine Learning Mixed Methods Text Analysis: An Illustration From Automated Scoring Models of Student Writing in Biology Education

Kevin C. Haudek, John E. Merrill, M. Urban-Lurain, 2023, Journal of Mixed Methods Research.

Articles Supplementing Introductory Biology with On-Line Curriculum*

Joyce Parker, Tammy M. Long, Mark Olson, 2004 .

What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?

John E. Merrill, Michelle K. Smith, J. Knight, 2017, CBE life sciences education.