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Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology
This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborativ...
| Autores principales: | , |
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| Formato: | Texto |
| Lenguaje: | English |
| Publicado: |
American Society for Cell Biology
2011
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3046889/ https://www.ncbi.nlm.nih.gov/pubmed/21364101 http://dx.doi.org/10.1187/cbe.10-07-0089 |