Research Article

Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences

  1. David F. Feldon1,
  2. Briana Crotwell Timmerman2,3,*,
  3. Kirk A. Stowe2,
  4. Richard Showman2

Article first published online: 28 JUN 2010

DOI: 10.1002/tea.20382

Issue

Journal of Research in Science Teaching

Journal of Research in Science Teaching

Volume 47, Issue 10, pages 1165–1185, December 2010

Additional Information

How to Cite

Feldon, D. F., Timmerman, B. C., Stowe, K. A. and Showman, R. (2010), Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences. J. Res. Sci. Teach., 47: 1165–1185. doi: 10.1002/tea.20382

Author Information

  1. 1

    Department of Curriculum, Instruction, and Special Education, University of Virginia, Virginia

  2. 2

    Department of Biological Sciences, University of South Carolina, Columbia, South Carolina

  3. 3

    SC Honors College, University of South Carolina, Columbia, South Carolina 29208

*Department of Biological Sciences, University of South Carolina, Columbia, South Carolina.

Publication History

  1. Issue published online: 19 NOV 2010
  2. Article first published online: 28 JUN 2010
  3. Manuscript Accepted: 22 FEB 2010
  4. Manuscript Received: 22 AUG 2009

Funded by

  • National Science Foundation. Grant Numbers: 0653160, 0410992

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