Skip to Main Content
Idaho State University home


Armstrong, N.A., Wallace, C.S., and Chang, S. (2008) Learning from Writing in College Biology. Res Sci Educ 38, 483–499.

Castro-Alonso, J. C. (2019) Visuospatial Processin for Education in Health and Natural Sciences. Cham, Switzerland: Springer Nature.

Cook, M.P. (2006), Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Sci. Ed., 90:

Crowe, A., Dirks, C., and Wenderoth, M.P., (2008) Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology, CBE—Life Sciences Education 2008 7(6)4, 368-381.

Davis, E. A., & Krajcik, J. S. (2005). Designing Educative Curriculum Materials to Promote Teacher Learning. Educational Researcher, 34(3), 3–14.

Demaria, M. C., Hodgson, Y., and Czech, D. P. (2018). Perceptions of Transferable Skills among Biomedical Science Students in the Final-Year of Their Degree: What are the Implications for Graduate Employability?. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 26(7).

Dunne, E., and Rawlins, M. (2000) Bridging the Gap Between Industry and Higher Education: Training Academics to Promote Student Teamwork, Innovations in Education and Training International, 37(4), 361-371,

Elder, L., and Paul, R., (1998) The Role of Socratic Questioning in Thinking, Teaching, and Learning, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 71(5), 297-301.

Gentry L. (2015). Teaching with questions. Proceedings (Baylor University. Medical Center), 28(1), 118–119.

Gerjets, P. and Scheiter, S. (2003) Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction, Educational Psychologist, 38:1, 33-41,

Haynes, A. (2010). The complete guide to lesson planning and preparation. Continuum

Herrington, A. and Herrington, J. (2006). Authentic Learning Environments in Higher Education. Information Science Publishing.

Idsardi, R., Hahn, D. A., Bokor, J. R., & Luft, J. A. (2019). Modifying Scientific Research Into Introductory Science Course Lessons Using a 5E Lesson Format: An Active Learning Approach. Journal of College Science Teaching, 48(5), 14-21.

Jeroen J. G. van Merrienboer, Paul A. Kirschner & Liesbeth Kester (2003) Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning, Educational Psychologist, 38:1, 5-13,

John, P. J., (2006) Lesson planning and the student teacher: re‐thinking the dominant model, Journal of Curriculum Studies, 38:4, 483-498,

Kirschner, P. A., Sweller, J. and Clark, R. E. (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist, 41:2, 75-86,

Kalyuga, S. and Renkl, A. (2010) Expertise reversal effect and its instructional implications: introduction to the special issue. Instr Sci 38, 209–215 .

Lerner, N. (2007). Laboratory Lessons for Writing and Science. Written Communication, 24(3), 191–222.

Mansilla, V. B.,  Duraisingh, E. D., Wolfe, C .R. and Haynes, C. (2009) Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing, The Journal of Higher Education, 80:3, 334-353,

Miller, D. K. and Lang, P. L. (2016) Using the Universal Design for Learning Approach in Science Laboratories To Minimize Student Stress.  J. Chem. Educ. 93 (11), 1823-1828.

Pace, J., & Hemmings, A. (2007). Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research. Review of Educational Research, 77(1), 4-27.

Paul, R. W. (1990) Critical Thinking: What Every Person Need to Survive in a Rapidly Changing World. Foundation for Critical Thinking.

Paul, R. W. (1995) Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking. Center for Critical thinking and Moral Critique.

Pass, J. L., Moreno, R., and Brunken, R., (2010) Congitive Load Theory. New York, NY: Cambridge University Press.

Rogers, C., Harold, L. C., and Reinhard, T. (2013) On Becoming an Effective Teacher—Person-centered Teaching, Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon. London: Routledge

Rogers, C. (1980). A Way of Being. Boston: Houghton Mifflin.

Skowron, J. (2015) Powerful Lesson Planning: Every Teacher's Guide to Effective Instruction. Skyhourse Publishing

Suleman, F. (2018) The employability skills of higher education graduates: insights into conceptual frameworks and methodological options. High Educ 76, 263–278.

Tiberghien, A., Veillard, L., Le Maréchal, J.‐F., Buty, C. and Millar, R. (2001), An analysis of labwork tasks used in science teaching at upper secondary school and university levels in several European countries. Sci. Ed., 85: 483-508. doi:10.1002/sce.1020

Thomas,  L. R. (2012). Facilitating Authentic Learning, Grades 6-12: A Framework for Student-Driven Instruction. Corwin.

Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American journal of pharmaceutical education, 77(7), 155.

Tsui, L. COURSES AND INSTRUCTION AFFECTING CRITICAL THINKING. Research in Higher Education 40, 185–200 (1999).

Tangalakis, K., Best, G., and Hryciw, D. H. (2017). Peer Assisted Study Sessions for the Development of Transferable Skills in Undergraduate Students from Low Socioeconomic Backgrounds. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 25(3).

Vale R. D. (2013). The value of asking questions. Molecular biology of the cell, 24(6), 680–682.

Watson, H., and Burr, S. (2018) Twelve tips for teaching twelve transferable skills, MedEdPublish, 7(3) 39.

Wilson, W., Ho, S., and Brookes, R. H., (2018) Student perceptions of teamwork within assessment tasks in undergraduate science degrees, Assessment & Evaluation in Higher Education, 43(5), 786-799,