Jacquelyn E. Kelly

Effect of pedagogy on conceptual change in an introductory materials science course

A pre-post topic assessment tool for uncovering misconceptions and assessing their repair and conceptual change

Supporting Student Learning, Attitude And Retention Through Critical Class Reflections

The Role of Prior Knowledge on the Origin and Repair of Misconceptions in an Introductory Class on Materials Science and Engineering

Strategies and tools for engaging and assessing students with Cyber Learning by Interactive Frequent Formative Feedback (CLIFF) in core materials classes

Using systemic functional linguistics to analyze engineering speak in an introductory materials science & engineering course

Addressing misconceptions and knowledge gaps in restructuring of atomic bonding content in a materials course to enhance student conceptual change

Development and use of Concept-in-Context maps to promote student conceptual understanding in an introductory materials course

An Atomic bonding module for materials engineering that elicits and addresses misconceptions with "Concept-in-Context" multimodal activities, worksheets, problems, and assessments

Uncovering atomic bonding misconceptions with multimodal topic module assessments of student understanding in an introductory materials course