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dc.contributor.authorLisa McDonnell
dc.contributor.authorMegan Barker
dc.contributor.authorCarl Wieman
dc.date.accessioned2019-10-04T20:13:16Z-
dc.date.available2019-10-04T20:13:16Z-
dc.date.issued2016
dc.identifier.urihttps://sei.ubc.ca/handle/seima/2169-
dc.descriptionMcDonnell, L., Barker, M. K., & Wieman, C. (2016). Concepts first, jargon second improves student articulation of understanding. Biochemistry and Molecular Biology Education, 44(1), 12-19. Retrieved from https://doi.org/10.1002/bmb.20922
dc.publisherBiochemistry and Molecular Biology Education
dc.relation.urihttps://doi.org/10.1002/bmb.20922
dc.subjectlife sciences
dc.subjectscience communication
dc.titleConcepts First, Jargon Second Improves Student Articulation of Understanding
dc.typearticle
dcterms.accessRightsOpen
dcterms.audienceInstructors
dcterms.audienceScience Education Specialists
dcterms.audienceScience Education Researchers
dcterms.rightsHolderauthor(s) of work unless otherwise stated by publisher
ubc.itemTypePaper
ubc.accessibilityFeatureunknownen_US
ubc.accessibilityHazardunknownen_US
ubc.affiliationLife Sciences
dc.identifier.doi10.1002/bmb.20922
Appears in Collections:Science Education Initiative: Research

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