Using student writing and lexical analysis to reveal student thinking about the role of stop codons in the central dogma

Author

Luanna Prevost, Michelle Smith, Jennifer Knight

Keywords

AACR, genetics, genetics education, Lexical analysis

Year of Publication

2016

Journal

CBE - Life Sciences Education

Volume

15

Number of Pages

pii: ar65

Date Published

12/2016

URL

http://www.lifescied.org/content/15/4/ar65.abstract?sid=b7f5bcb5-71ec-42c9-b198-e3c88fc5e13d

DOI

10.1187/cbe.15-12-0267