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Santiago Sandi-Urena - Publications

Affiliations: 
Chemistry University of South Florida, Tampa, FL, United States 
Area:
General Chemistry, Sciences Education, Higher Education, Evaluation Education
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14 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2016 Villalta-Cerdas A, Sandi-Urena S. Assessment of self-explaining effect in a large enrolment General Chemistry course Educacion Quimica. 27: 115-125. DOI: 10.1016/J.Eq.2015.11.007  0.8
2015 Villalta-Cerdas A, McKeny P, Gatlin T, Sandi-Urena S. Evaluation of instruction: students’ patterns of use and contribution to RateMyProfessors.com Assessment and Evaluation in Higher Education. 40: 181-198. DOI: 10.1080/02602938.2014.896862  0.721
2014 Villalta-Cerdas A, Sandi-Urena S. Self-explaining effect in general chemistry instruction: Eliciting overt categorical behaviours by design Chemistry Education Research and Practice. 15: 530-540. DOI: 10.1039/C3Rp00172E  0.799
2013 Bergin A, Sharp K, Gatlin TA, Villalta-Cerdas A, Gower A, Sandi-Urena S. Use of ratemyprofessors.com data as a supplemental tool for the assessment of general chemistry instruction Journal of Chemical Education. 90: 289-295. DOI: 10.1021/Ed300277N  0.724
2013 Sandi-Urena S, Gatlin T. Factors contributing to the development of graduate teaching assistant self-image Journal of Chemical Education. 90: 1303-1309. DOI: 10.1021/Ed200859E  0.77
2013 Cooper MM, Sandi-Urena S. Twenty years of learning in the cooperative general chemistry laboratory Acs Symposium Series. 1145: 47-64. DOI: 10.1021/bk-2013-1145.ch004  0.427
2013 Villalta-Cerdas A, Sandi-Urena S. Self-explaining and its use in college chemistry instruction Educacion Quimica. 24: 431-438. DOI: 10.1016/S0187-893X(13)72498-4  0.787
2012 Sandi-Urena S, Cooper M, Stevens R. Effect of cooperative problem-based lab instruction on metacognition and problem-solving skills Journal of Chemical Education. 89: 700-706. DOI: 10.1021/Ed1011844  0.551
2012 Sandi-Urena S, Gatlin TA. Experimental Chemistry Teaching: Understanding Teaching Assistants Experience in the Academic Laboratory EducacióN QuíMica. 23: 141-148. DOI: 10.1016/S0187-893X(17)30146-5  0.688
2011 Sandi-Urena S, Cooper MM, Stevens RH. Enhancement of metacognition use and awareness by means of a collaborative intervention International Journal of Science Education. 33: 323-340. DOI: 10.1080/09500690903452922  0.465
2011 Sandi-Urena S, Cooper MM, Gatlin TA, Bhattacharyya G. Students' experience in a general chemistry cooperative problem based laboratory Chemistry Education Research and Practice. 12: 434-442. DOI: 10.1039/C1Rp90047A  0.797
2011 Sandi-Urena S, Cooper MM, Gatlin TA. Graduate teaching assistants' epistemological and metacognitive development Chemistry Education Research and Practice. 12: 92-100. DOI: 10.1039/C1Rp90012A  0.776
2009 Cooper MM, Sandi-Urena S. Design and Validation of an Instrument To Assess Metacognitive Skillfulness in Chemistry Problem Solving Journal of Chemical Education. 86: 240. DOI: 10.1021/Ed086P240  0.395
2008 Cooper MM, Sandi-Urena S, Stevens R. Reliable multi method assessment of metacognition use in chemistry problem solving Chemistry Education Research and Practice. 9: 18-24. DOI: 10.1039/B801287N  0.487
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