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Stacey Lowery Bretz
Stacey Lowery Bretz
Dean for The Getty College of Arts & Sciences, Ohio Northern University
Verified email at onu.edu - Homepage
Title
Cited by
Cited by
Year
Discipline-based education research: Understanding and improving learning in undergraduate science and engineering
HA Schweingruber, NR Nielsen, SR Singer
National Academies Press, 2012
17862012
Characterizing the level of inquiry in the undergraduate laboratory
LB Buck, SL Bretz, MH Towns
Journal of college science teaching 38 (1), 52-58, 2008
5872008
Novak's theory of education: Human constructivism and meaningful learning
SL Bretz
Journal of Chemical Education 78 (8), 1107, 2001
3422001
Evidence for the importance of laboratory courses
SL Bretz
Journal of Chemical Education 96 (2), 193-195, 2019
2372019
A continuum of learning: from rote memorization to meaningful learning in organic chemistry
NP Grove, SL Bretz
Chemistry Education Research and Practice 13 (3), 201-208, 2012
2162012
A rubric to characterize inquiry in the undergraduate chemistry laboratory
ME Fay, NP Grove, MH Towns, SL Bretz
Chemistry Education Research and Practice 8 (2), 212-219, 2007
2112007
Development of the bonding representations inventory to identify student misconceptions about covalent and ionic bonding representations
CJ Luxford, SL Bretz
Journal of chemical education 91 (3), 312-320, 2014
1792014
Development and assessment of a diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength
LKM McClary, SL Bretz
International Journal of Science Education 34 (15), 2317-2341, 2012
1662012
What faculty interviews reveal about meaningful learning in the undergraduate chemistry laboratory
SL Bretz, M Fay, LB Bruck, MH Towns
Journal of Chemical Education 90 (3), 281-288, 2013
1642013
Faculty perspectives of undergraduate chemistry laboratory: Goals and obstacles to success
LB Bruck, M Towns, SL Bretz
Journal of Chemical Education 87 (12), 1416-1424, 2010
1592010
Investigating affective experiences in the undergraduate chemistry laboratory: Students’ perceptions of control and responsibility
KR Galloway, Z Malakpa, SL Bretz
Journal of Chemical Education 93 (2), 227-238, 2016
1452016
Development of an assessment tool to measure students’ meaningful learning in the undergraduate chemistry laboratory
KR Galloway, SL Bretz
Journal of Chemical Education 92 (7), 1149-1158, 2015
1432015
CHEMX: An instrument to assess students' cognitive expectations for learning chemistry
N Grove, SL Bretz
Journal of Chemical Education 84 (9), 1524, 2007
1172007
Discipline-based education research
SR Singer, NR Nielsen, HA Schweingruber
Washington, DC: The National Academies, 2012
1152012
Students’ understandings of acid strength: How meaningful is reliability when measuring alternative conceptions?
SL Bretz, LK McClary
Journal of Chemical Education 92 (2), 212-219, 2015
1112015
Impact of a spiral organic curriculum on student attrition and learning
NP Grove, JW Hershberger, SL Bretz
Chemistry Education Research and Practice 9 (2), 157-162, 2008
1102008
Diagnosing changes in attitude in first-year college chemistry students with a shortened version of Bauer's semantic differential
AR Brandriet, X Xu, SL Bretz, JE Lewis
Chemistry Education Research and Practice 12 (2), 271-278, 2011
1072011
The development of the redox concept inventory as a measure of students’ symbolic and particulate redox understandings and confidence
AR Brandriet, SL Bretz
Journal of Chemical Education 91 (8), 1132-1144, 2014
1002014
Measuring meaningful learning in the undergraduate chemistry laboratory: a national, cross-sectional study
KR Galloway, SL Bretz
Journal of Chemical Education 92 (12), 2006-2018, 2015
982015
Organic chemistry students' ideas about nucleophiles and electrophiles: the role of charges and mechanisms
ME Anzovino, SL Bretz
Chemistry Education Research and Practice 16 (4), 797-810, 2015
912015
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