Abdi-Rizak M. Warfa, Ph.D.
Affiliations: | 2013 | Education, Curriculum and Instruction | University of Minnesota, Twin Cities, Minneapolis, MN |
Area:
Sciences Education, Higher EducationGoogle:
"Abdi-Rizak Warfa"Parents
Sign in to add mentor| Gillian Roehrig | grad student | 2013 | UMN | |
| (Student Conceptions of Ionic Compounds in Solution and the Influences of Sociochemical Norms on Individual Learning.) | ||||
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| Kranzfelder P, Bankers-Fulbright JL, García-Ojeda ME, et al. (2020) Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies Bioscience |
| Kranzfelder P, Bankers-Fulbright JL, García-Ojeda ME, et al. (2019) The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments. Plos One. 14: e0219019 |
| Kranzfelder P, Lo AT, Melloy MP, et al. (2019) Instructional practices in reformed undergraduate STEM learning environments: a study of instructor and student behaviors in biology courses International Journal of Science Education. 41: 1944-1961 |
| Walker L, Warfa AM. (2017) Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course. Plos One. 12: e0186203 |
| Warfa AM, Odowa N. (2015) Creative exercises (CEs) in the biochemistry domain: an analysis of students' linking of chemical and biochemical concepts Chemistry Education Research and Practice. 16: 747-757 |