University of Wyoming, Department of Physics and Astronomy
flowchart
I[University of Wyoming, Department of Physics and Astronomy]
PI["Parent Institutions (1)"]
CI["Child Institutions (0)"]
AW["Affiliated Works (14)"]
CA["Linked Collaborating Authors (0)"]
I== skos:broader ==>PI
CI== skos:broader ==>I
AW== affil ==>I
AW== author ==>CA
click PI "#parent-institutions"
click CI "#child-institutions"
click AW "#affiliated-works"
click CA "#collaborating-authors"
Parent Institutions [?]
Child Institutions [?]
Affiliated Works
sorted by decreasing year, and then by display-name
- Impact on Scientific Inquiry of a Backwards-Faded Scaffolding Approach to Inquiry-based Space Science for Non-Science Majoring Undergraduates
- Moving Beyond Misconceptions: A New Model for Learning Challenges in Cognition
- Preliminary correlational data on the relationships between undergraduates' spatial reasoning skills and their ability to learn space science concepts
- Evaluating SLOOH Robotic Telescopes for Formal Educational Use
- Better Categorizing Misconceptions Using a Contemporary Cognitive Science Lens
- Collaborative Group Learning Approaches for Teaching Comparative Planetology
- Supporting Survey Courses with Lecture-Tutorials and Backwards-Faded Scaffolded Inquiry
- Ten-Year Retrospective Longitudinal-Study of Student Perspectives on Value of REU
- Astronomy Education Research Observations from the iSTAR international Study of Astronomical Reasoning Database
- Construction of the iSTAR international Study of Astronomical Reasoning Database
- Establishing Reliability and Validity of the Criterion Referenced Exam of GeoloGy Standards EGGS
- Insights for Planetarium and Museum Educators Revealed by the iSTAR international Study of Astronomical Reasoning Database
- Re-evaluating Traditional Predictors of Incoming Knowledge in Astronomy 101 and Implications for Course Revitalization
- Development of the Exam of GeoloGy Standards, EGGS, to Measure Students' Conceptual Understanding of Geology Concepts
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