Melanie E. Peffer

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Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The(More)
While glucocorticoids (GCs) are used clinically to treat many conditions, their neonatal and prenatal usage is increasingly controversial due to reports of delayed adverse outcomes, especially their effects on brain development. Such alterations may reflect the impact of GCs on neural progenitor/stem cell (NPSC) function. We previously demonstrated that the(More)
Science epistemology, or beliefs about what it means to do science and how science knowledge is generated, is an integral part of authentic science inquiry. Although the development of a sophisticated science epistemology is critical for attaining science literacy, epistemology remains an elusive construct to precisely and quantitatively evaluate. Previous(More)
Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work(More)
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