CBE—Life Sciences EducationVol. 15, No. 1 ArticlesFree AccessFeatures of Knowledge Building in Biology: Understanding Undergraduate Students’ Ideas about Molecular MechanismsKatelyn Southard, Tyler Wince, Shanice Meddleton, and Molly S. BolgerKatelyn SouthardSearch for more papers by this author, Tyler WinceSearch for more papers by this author, Shanice MeddletonSearch for more papers by this author, and Molly S. BolgerSearch for more papers by this authorRoss Nehm, Monitoring Editor:Published Online:13 Oct 2017https://doi.org/10.1187/cbe.15-05-0114AboutSectionsView articleView Full TextSupplemental MaterialView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail View articleSupplemental Materialcombinedsupmats.pdf (775 KB)FiguresReferencesRelatedDetailsCited byUnderstanding how student‐constructed stop‐motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence18 July 2023 | Journal of Research in Science Teaching, Vol. 61, No. 2Modeling in molecular genetics allows students to make connections between biological scales4 October 2023 | Biochemistry and Molecular Biology Education, Vol. 52, No. 1Developing assessments to elicit and characterize undergraduate mechanistic explanations about information flow in biology2 March 2022 | Journal of Biological Education, Vol. 58, No. 1Peut-on dynamiser le travail des étudiants en Licence?26 December 2023 | Revue internationale de pédagogie de l’enseignement supérieur, Vol. 39, No. 3Missed connections: Exploring features of undergraduate biology students’ knowledge networks relating gene regulation, cell–cell communication, and phenotypic expressionSharleen Flowers, Kal H. 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CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).We acknowledge Dr. Phillip Chapman, Professor Emeritus, Colorado State University, for his guidance in our statistical analysis.PDF download