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. 2016 Feb 29;44(4):326–335. doi: 10.1002/bmb.20956

Figure 4.

Figure 4

Student assessment of learning gains. Females who used physical models rated larger gains in their understanding in response to the statement “My understanding that certain proteins may have context‐specific functions in different cell types” compared to females who did not use physical models (p = 0.006), while for males there was no difference with physical model use (p = 0.98). Error bars represent ± 1 SEM.