"Translating Expertise Into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Laboratory Report Quality and Student Retention in the Biological Sciences" by David Feldon

Article

Translating Expertise Into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Laboratory Report Quality and Student Retention in the Biological Sciences

Journal of Research in Science Teaching

David Feldon, University of Virginia
Briana Eileen Timmerman, University of South Carolina - Columbia
Kirk A. Stowe, University of South Carolina - Columbia
Richard Showman, University of South Carolina - Columbia

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Publication Date

11-19-2010

Document Type

Article

Subject Area(s)

Biology

Disciplines

Biology

Digital Object Identifier (DOI)

https://doi.org/10.1002/tea.20382

Rights

APA Citation

Feldon, D., Timmer, B., Stowe, K., & Showman, R. (2010). Translating Expertise Into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Laboratory Report Quality and Student Retention in the Biological Sciences. Journal of Research in Science Teaching, 47(10), 1165–1185. https://doi.org/10.1002/tea.20382

Citation Information

David Feldon, Briana Eileen Timmerman, Kirk A. Stowe and Richard Showman. "Translating Expertise Into Effective Instruction: The Impacts of Cognitive Task Analysis (CTA) on Laboratory Report Quality and Student Retention in the Biological Sciences" Journal of Research in Science Teaching Vol. 47 Iss. 10 (2010) p. 1165 - 1185
Available at: http://works.bepress.com/david_feldon/102/