“…This can be done using products produced by students (e.g., homework, lab reports), attitudinal gains measured with surveys, participation rates in activities, interview testimonials, classroom discourse practices, and formative assessment or exam data (e.g., Reiser et al, 2001;Cobb et al, 2003;Barab and Squire, 2004;Mohan et al, 2009). Regardless of the source, evidence must be in a form that supports a systematic analysis reasoning was embodied in our instructional approach by being the central focus of all instructional materials, which included: a revised version of the Flux Reasoning Tool ( Figure 2); case study-based units in lecture that explicitly emphasized flux phenomena in real-world contexts (Windschitl et al, 2012;Scott et al, 2018; Figure 3); classroom activities in which students practiced using flux to address physiological scenarios; links to online videos describing key flux-related concepts; constructed-response assessment items that cued students to use flux reasoning in their thinking; and pretest/ posttest formative assessment questions that tracked student learning (Figure 4).…”