Zobrazeno 1 - 10
of 77
pro vyhledávání: '"M. Villafañe"'
Autor:
N. Cabrera, M. Cabrera, G. Cattivelli, M. Rojas, Y. Barofaldi, P. Delgadillo, A. Campuzano, J. Mazzoleni, E. Paredes, C. Vega, A. Arbo, Z. Morel, G. Ávila-Pedretti, P. Ramos, M. Villafañe, S. Irala, E. Pedrozo, V. G. Sequera, A. Cabello
Publikováno v:
Revista Paraguaya de Reumatología, Vol 3, Iss 1, Pp 2-7 (2017)
Objetivo: Describir la frecuencia de las enfermedades reumatológicas inflamatorias de inicio juvenil (RI J) en hospitales de nivel de complejidad III y IV en un quinquenio. Método: Estudio multicéntrico, descriptivo, retrospectivo utilizando cód
Externí odkaz:
https://doaj.org/article/f2ebcca8fb384262ade1e108a9f82885
Publikováno v:
The FASEB Journal. 35
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c508cb63d2bab437efff81860b34ec5e
https://doi.org/10.1096/fasebj.2021.35.s1.02064
https://doi.org/10.1096/fasebj.2021.35.s1.02064
Autor:
Adele J. Wolfson, Erika G. Offerdahl, Peter J. Kennelly, Quira Zeidan, Ludmila Tyler, Jennifer Loertscher, L. Michael Carastro, Daniel R. Dries, John T. Tansey, Diane M. Dean, Victoria Del Gaizo Moore, Sachel M. Villafañe
Publikováno v:
CBE Life Sciences Education
With support from the American Society for Biochemistry and Molecular Biology (ASBMB), a community of biochemistry and molecular biology (BMB) scientist-educators has developed and administered an assessment instrument designed to evaluate student co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::83aa704d9c468292587abf189c3e321f
https://pubmed.ncbi.nlm.nih.gov/33900121
https://pubmed.ncbi.nlm.nih.gov/33900121
Autor:
Shannon Sorn, Sachel M. Villafañe, Lizbeth Gonzalez, Sara Altowaiji, Priscilla Campos, Michael N. Groves, Rakahn Haddadin
Publikováno v:
Chemistry Education Research and Practice.
Chemistry laboratory experiences provide students the opportunity to engage all three domains of learning: psychomotor, cognitive and affective. However, they are often stressful environments where students are expected to quickly learn new laborator
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c3f2a3224d9a9c8e381ba2e9a3d90071
https://doi.org/10.1039/d0rp00240b
https://doi.org/10.1039/d0rp00240b
Publikováno v:
Educational Psychology. 38:838-856
Affective factors such as the achievement emotions are considered critical for students’ academic performance in STEM degree programmes and careers. In this study, a reciprocal causation model was ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9acf253a8c2e4b988c9c32764b33602
https://doi.org/10.1080/01443410.2018.1447649
https://doi.org/10.1080/01443410.2018.1447649
Autor:
Vicky Minderhout, Jennifer Loertscher, Sachel M. Villafañe, Tracey Arnold Murray, Andrew Manley, Jennifer E. Lewis, Heather L. Tienson-Tseng, Bruce J. Heyen
Publikováno v:
CBE Life Sciences Education
Metabolic systems form the very foundation of life and as such are broadly taught in the molecular life sciences. Here, we describe the biochemistry educator community-based development and use of an assessment instrument designed to evaluate student
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a169030068498069582d29a79d230fcc
https://doi.org/10.1187/cbe.20-04-0078
https://doi.org/10.1187/cbe.20-04-0078
Autor:
Sachel M. Villafañe, Jessica Leon, Marilyne Stains, Jeffrey R. Raker, Emily E. Laga, Rebecca E. Gibbons, Kristen L. Murphy
Publikováno v:
Journal of Chemical Education. 94:549-557
Research on classroom response systems (CRSs) in chemical education has primarily focused on the development of evidence-based strategies for implementation and novel practitioner uses of CRSs in instructional practice. Our national survey of postsec
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4cf4be131bcb284f9e040ecf9088f064
https://doi.org/10.1021/acs.jchemed.6b00799
https://doi.org/10.1021/acs.jchemed.6b00799
Publikováno v:
Journal of Chemical Education. 94:418-428
General chemistry courses are often the foundation for the study of other science disciplines and upper-level chemistry concepts. Students who take introductory chemistry courses are more often from health and science-related fields than chemistry. A
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::86ff3bd2fc107642cc67bf68c3c02b4c
https://doi.org/10.1021/acs.jchemed.6b00863
https://doi.org/10.1021/acs.jchemed.6b00863
Autor:
Sachel M. Villafañe, Jennifer E. Lewis
Publikováno v:
Chemistry Education Research and Practice. 17:731-742
Decisions about instruction, research, or policy often require the interpretation of student assessment scores. Increasingly, attitudinal variables are included in an assessment strategy, and it is important to ensure that interpretations of students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6be14e0c502d06e4020b8499ee17a0f2
https://doi.org/10.1039/c5rp00185d
https://doi.org/10.1039/c5rp00185d
Publikováno v:
Chemistry Education Research and Practice. 17:973-984
Self-efficacy is an affective learning outcome that has been associated with academic performance and retention in STEM. Self-efficacy has been defined as students' beliefs about their ability to complete a given task, and it can be affected by a stu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::983bb129caebe1f35f4e12db656443be
https://doi.org/10.1039/c6rp00119j
https://doi.org/10.1039/c6rp00119j