Translating Expertise Into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Laboratory Report Quality and Student Retention in the Biological Sciences

Author(s)

David Feldon, University of Virginia
Briana Eileen Timmerman, University of South Carolina - ColumbiaFollow
Kirk A. Stowe, University of South Carolina - Columbia
Richard Showman, University of South Carolina - ColumbiaFollow

Document Type

Article

Subject Area(s)

Biology

Digital Object Identifier (DOI)

https://doi.org/10.1002/tea.20382

Publication Info

Journal of Research in Science Teaching, Volume 47, Issue 10, 2010, pages 1165-1185.

Rights

© Journal of Research in Science Teaching 2010, John Wiley & Sons, Inc.

APA Citation

Feldon, D., Timmer, B., Stowe, K., & Showman, R. (2010). Translating Expertise Into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Laboratory Report Quality and Student Retention in the Biological Sciences. Journal of Research in Science Teaching, 47(10), 1165–1185. https://doi.org/10.1002/tea.20382