Lyrica Lucas
Biographic Data
| ID | 6553243 |
|---|---|
| NAME | Lyrica Lucas |
| GIVEN NAMES | Lyrica |
| FAMILY NAME | Lucas |
| SIGNATURE | LUCAS L |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0002-6833-8353 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Development of the Quantitative Modelling Observation Protocol (QMOP) for undergraduate biology courses
Educational reform priorities such as emphasis on quantitative modelling (QM) have positioned undergraduate biology instructors as designers of QM experiences to engage students in authentic science practices that support the development of data-driven and evidence-based reasoning. Yet, little is known about how biology instructors adapt to the pedagogical movement towards incorporating QM opportunities for students in the courses they teach. Thi…
Revision as an essential step in modeling to support predicting, observing, and explaining cellular respiration system dynamics
Comprehensive understanding of complex biological systems necessitates the use of computational models because they facilitate visualisation and interrogation of system dynamics and data-driven analysis. Computational model-based (CMB) activities have demonstrated effectiveness in improving students’ understanding and their ability to use and reason with models. To maximise the effectiveness of computational modelling, this study examined an impr…
Setting empirically informed content knowledge policy benchmarks for physical science teaching
In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline‐specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state‐l…
No prominent works on this page.
Setting empirically informed content knowledge policy benchmarks for physical science teaching
In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline‐specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state‐l…
Revision as an essential step in modeling to support predicting, observing, and explaining cellular respiration system dynamics
Comprehensive understanding of complex biological systems necessitates the use of computational models because they facilitate visualisation and interrogation of system dynamics and data-driven analysis. Computational model-based (CMB) activities have demonstrated effectiveness in improving students’ understanding and their ability to use and reason with models. To maximise the effectiveness of computational modelling, this study examined an impr…
Development of the Quantitative Modelling Observation Protocol (QMOP) for undergraduate biology courses
Educational reform priorities such as emphasis on quantitative modelling (QM) have positioned undergraduate biology instructors as designers of QM experiences to engage students in authentic science practices that support the development of data-driven and evidence-based reasoning. Yet, little is known about how biology instructors adapt to the pedagogical movement towards incorporating QM opportunities for students in the courses they teach. Thi…
Mathematics education (3 works) · Psychology (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Chemistry (2 works) · Computer Science (2 works) · Artificial Intelligence (1 works) · Biomedical and Engineering Education (1 works) · Certification (1 works) · Cognition (1 works)