ArticleCBE life sciences education2019
Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed.
- Defining climate change acceptance in undergraduate science student populations: A Delphi study.PloS one · 2026Article
- Community-Derived Core Concepts for Neuroscience Higher Education.CBE life sciences education · 2023Article
- Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter.CBE life sciences education · 2022Article
- A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology.CBE life sciences education · 2022Article
- Pandemic adaptations expand physiology educators community outreach.Advances in physiology education · 2022Article
- Concept Inventories as a Complement to Learning Progressions.CBE life sciences education · 2021Article
- BioSkills Guide: Development and National Validation of a Tool for Interpreting theCBE life sciences education · 2020Article
- Design-Based Research: A Methodology to Extend and Enrich Biology Education Research.CBE life sciences education · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
PubMed holds no abstract for this paper.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.