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Gerber, B.L., E.A. Marek and E. Martin. 2011. Designing research-based professional development for elementary school science and mathematics. Educational Research International. Volume 2011, ID 908014, doi:10.1155/2011/908014.
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Yates, T. and E. A. Marek. 2014. Teachers teaching misconceptions: A study of factors contributing to high school biology students' acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach. 7:7 (20 pages)http://www.evolution-outreach.com/content/7/1/7.
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Betzner, J. and E. A. Marek. 2014. Teacher and student perceptions of Earth science and its educational value in secondary schools. Creative Education. 5(11): 1019-1031.
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Yates, T. and Marek, E. 2015. A study identifying biological evolution-related misconceptions held by pre-biology high school students. Creative Education. 6: 811-834, doi: 10.4236/ce.2015.68085.
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de Armendi, A., E. A. Marek, A. Butt, E. Kosik, K. Konrad, and D. Zhao. 2015. Effects of lecture, simulations, or both on immediate and long-term learning in health care students. European Journal of Anaesthesiology. 32(e-53 Proceedings): 437-438.
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Math Science Partnership Grant, 2014-16, “Thinking and Doing: Science and Mathematics Grades 6-8”,[Speaker, Proposal Advisor and Project Evaluator] Valdosta State University, GA.
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"Cultural Practices Impact n Muslim elementary School Pupils’ Conceptions of Nationally-set Astronomy Concepts”, 2014, Association of Science Teacher Educators, San Antonio, TX. (with Walid Shihabi)
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“Effects of lecture, simulation, or both on immediate and long-term learning in health care students”, 2015, Euroanaesthesia 2015 Congress, Berlin, Germany, 30 May–2 June 2015. (with Alberto de Hernandez et al.)
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"Inquiry Sciences for Santa Fe South Charter School”, 2015, Oklahoma City, OK
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Gerber, B.L, and E.A. Marek. 2012. A Model Intervention program for secondary school education. Educational Research International. Volume 2012, Article ID 189630, doi:10.1155/2012/189630.
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Laubach, T.A., Crofford, G. and & E.A. Marek. 2012. Exploring Native American students’ perceptions of scientists. International Journal of Science Education. DOI: 10.1080/ 09500693.2012.689434.
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Yates, T. B. and E.A. Marek. 2013. Is Oklahoma really OK? A regional study of the prevalence of biological evolution-related misconceptions held by introductory biology teachers, Evolution: Education and Outreach. http://www.evolution-outreach.com/content/6/1/6 (20 pages).
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De Armendi, A. J. and E. A. Marek. 2013. Pedagogical shifts in medical health education, Creative Education. 4(6):20-22.
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Marek, E.A., D.M. Askey and M.R. Abraham. 2000. Student absences during learning cycle phases: A technological alternative for make-up work in laboratory based high school chemistry. International Journal of Science Education. 22(10):1055-1068
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Proto, C. and E. A. Marek. 2000. Dissecting light. Science Scope. 23(7):14-16.
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Gerber, B.L., E.A. Marek and A.M. Cavallo. 2001. Development of an informal learning opportunities assay. International Journal of Science Education. 23(6):569-583.
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Gerber, B.L., A.M. Cavallo and E.A. Marek. 2001. Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education. 23(5):535-549.
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Marek, E.A., R.D. Boram, T. Laubach and B.L. Gerber. 2002. Conceptual understandings resulting from interactive science exhibits. Journal of Elementary Science Education. 14(2):39-51.
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Marek, E.A. and S. Thomas. 2002. Water, water, everywhere. Science Scope. 25(7):42-44.
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Marek, E.A., T.A. Laubach and J. Pedersen. 2003. Preservice elementary school teachers’ understandings of theory based science education. Journal of Science Teacher Education. 14(3):287-313.
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Cavallo, A.M.L., J. McNeely and E.A. Marek. 2003. Eliciting students' understanding of chemical reactions using two forms of open-ended questions during a learning cycle. International Journal of Science Education. 25(5):583-603.
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Marek, E.A. and J. Patterson. 2004. Using a laser learning cycle to help students see the light. Electronic Journal of Science Education. Vol. 7, No. 2.
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Chavez, L., A.M.L. Cavallo and E.A. Marek. 2005. Exploring the chemistry of acid rain. Electronic Journal of Science Education. Vol. 7, No. 3.
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Maier, S.J. and E.A. Marek. 2006. The learning cycle: A re-introduction. The Physics Teacher. 44(2):109-113.
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Marek E.A. and B. Howell. 2006. Game time!: Introduce predator-prey relationships and more with classic playground games. Science and Children. 44(3):48-50.
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McCann, F., Marek, E.A., Pedersen, J. and C. Falsarella. 2007. Bringing life science to life at an after school "tradeshow". Science and Children. 45(4):26-29.
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Marek, E.A., S.J. Maier and F. McCann. 2008. Assessing understanding of the learning cycle: The ULC. Journal of Science Teacher Education. 19(4):375-389.
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Marek, E.A. 2008. Why the learning cycle? Journal of Elementary Science Education. 20(3):63-69.
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Marek, E.A., M. Carrington, D.P. Everson, A. Johnson and L.M. Mescolotto. 2008. Why we shouldn’t ‘teach the controversy’ in science. Forum on Public Policy. Oxford, England.
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Marek E.A., Mulvihill, C. and D. Bel.l 2009. Extracting the max from a DNA extraction. Science Scope. 32(5):36-39.
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Marek, E.A. 2009 CHAPTER 8: Genesis and evolution of the learning cycle [in The World of Science Education: North America, Eds., K. Tobin and M. Roth], Sense Publishers: Netherlands.
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Marek, E.A. and C.A. Parker. 2010. Safely caring for animals during inquiry investigations: Exploring microecosystems. International Electronic Journal of Environmental Education. 1(1): 81-84.
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Carlsen, B.A. and E.A. Marek. 2010. Why do athletes drink sports drinks? The Science Teacher. 77(9):48-52.