| A review of research on process oriented guided inquiry learning: Implications for research and practice JMG Rodriguez, KH Hunter, LJ Scharlott, NM Becker Journal of chemical education 97 (10), 3506-3520, 2020 | 63 | 2020 |
| You are what you assess: The case for emphasizing chemistry on chemistry assessments RL Stowe, LJ Scharlott, VR Ralph, NM Becker, MM Cooper Journal of chemical education 98 (8), 2490-2495, 2021 | 40 | 2021 |
| Advancing Equity in STEM: The Impact Assessment Design Has on Who Succeeds in Undergraduate Introductory Chemistry Vanessa R. Ralph, Leah J. Scharlott, Adam G. L. Schafer, Megan Y. Deshare ... JACS Au., 2022 | 26 | 2022 |
| Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena VR Ralph, LJ Scharlott, CE Schwarz, NM Becker, RL Stowe Journal of Research in Science Teaching 59 (5), 841-875, 2022 | 15 | 2022 |
| Supporting engagement in metamodeling ideas in general chemistry: Development and validation of activities designed using process oriented guided inquiry learning criteria JMG Rodriguez, K Lazenby, LJ Scharlott, KH Hunter, NM Becker Journal of chemical education 97 (12), 4276-4286, 2020 | 6 | 2020 |
| Progression toward causal mechanistic reasoning through phenomenon-based learning in introductory chemistry LJ Scharlott, DW Rippey, V Rosa, NM Becker Journal of Chemical Education 101 (3), 777-788, 2024 | 2 | 2024 |
| Please, Be My Guest! Quantifying Association Constants Between Cationic Guest Species and Tetrapropoxycalix [4] arene as a Model for Calix [4] arene-Capped Azobenzene LJ Scharlott | | 2019 |
Ryan L. StoweAssistant Professor, University of Wisconsin - Madison在 chem.wisc.edu 的电子邮件经过验证
