Bussey, T. J., & Orgill, M. (2015). What do biochemistry students pay attention to in external representations of protein translation? The case of the Shine-Dalgarno sequence. Chemistry Education Research and Practice, DOI: 10.1039/C5RP00001G.
Orgill, M., Bussey, T. J., & Bodner, G. M. (2015). Biochemistry instructors’ perceptions of analogies and their classroom use. Chemistry Education Research and Practice, DOI: 10.1039/C4RP00256C.
Bussey, T. J., Orgill, M., & Crippen, K. (2013). Variation theory: A useful theory of learning and a powerful theoretical framework for chemical education research.Chemistry Education Research and Practice, 14,9-22.