Publications

2015

5. Bussey, T. J., & Orgill, M. (2015). What do biochemistry students pay attention to in external representations of protein translation? The case of the Shine-Dalgarno sequence. Chemistry Education Research and Practice, 16, 714-730.

4. Orgill, M., Bussey, T. J., & Bodner, G. M. (2015). Biochemistry instructors’ perceptions of analogies and their classroom use. Chemistry Education Research and Practice, 16, 731-746.

2014

3. Bussey, T. J., & Orgill, M. (2014). Plenty of room at the bottom for nano education. The Journal of Nano Education, 6(2), 81-82.

2. Bussey, T., Litster, M., Ho, W., Wood, S., & Orgill, M. (2014). Using a field in flux to discuss nature of science in the classroom: The case of defining self-assembly. The Journal of Nano Education, 6(2), 157-168.

2013

1. Bussey, T. J., Orgill, M., & Crippen, K. (2013). Variation theory: A useful theory of learning and a powerful theoretical framework for chemical education research. Chemistry Education Research and Practice, 14, 9-22.