Tyler A. Kummer

TL;DR: Researchers show that students perform equally well in flipped and nonflipped classrooms if active-learning activities are held constant, suggesting that active learning is the key moderator of success.

TL;DR: In this paper, the effect of exam-question level on fostering student conceptual understanding was studied in two sections of an introductory biology course and the results showed that high-level exams would encourage not only deeper processing of the information by students in preparation for the exam but also better memory for the core information learned in the service of preparing for highlevel questions.

TL;DR: It was shown that lengthier exams led to better performance on assessment items shared between conditions, possibly lending support to the spreading activation theory and to the testing effect in creative problem solving.

TL;DR: A 20-question assessment was used to measure misconceptions in tree thinking and compare the proportion of students who hold these misconceptions in an introductory biology course with students in two higher-level courses including a senior level biology course to understand the prevalence and persistence of misconceptions.

TL;DR: Kummer et al. as mentioned in this paper evaluated the impact of a traditional study of biology on the misconceptions students hold by assessing tree-thinking in freshman biology students to those nearing the end of their studies.