Dr Robyn Yucel

Enhancing powerful knowledge in undergraduate science curriculum for social good

R Yucel

(2023), pp. 1-16, Teaching in Higher Education, London, Eng., C1

'Transformative': The threshold learning outcomes for science

M Schultz, D Southam, M Buntine, K Colthorpe, S Howitt, E Johnson, S Jones, J Kelder, S Kift, W Loughlin, G O'Brien, S Pyke, J Rice, S Rowland, R Yucel

(2023), pp. 1-13, Australian Journal of Chemistry, Canberra, A.C.T., C1

Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors

T Peseta, G Kligyte, A Bell, B Hardiman, D Leadbeatter, J Pizzica, G Saliba, F Salisbury, K Thomson, R Yucel

(2021), Vol. 26, pp. 422-437, Teaching in Higher Education, London, Eng., C1-1

Scientists' ontological and epistemological views about science from the perspective of critical realism

R Yucel

(2018), Vol. 27, pp. 407-433, Science and education, New York, N.Y., C1-1

Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report

F Bird, R Yucel

(2015), Vol. 40, pp. 508-527, Assessment and evaluation in higher education, Abingdon, Eng., C1-1

The road to self-assessment: exemplar marking before peer review develops first-year students' capacity to judge the quality of a scientific report

R Yucel, F Bird, J Young, T Blanksby

(2014), Vol. 39, pp. 971-986, Assessment and evaluation in higher education, Abingdon, Eng., C1-1

Improving marking reliability of scientific writing with the developing understanding of assessment for learning programme

F Bird, R Yucel

(2013), Vol. 38, pp. 536-553, Assessment and evaluation in higher education, Abingdon, Eng., C1-1