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Increased Course Structure Improves Performance in Introductory Biology
We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are ba...
| 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/PMC3105924/ https://www.ncbi.nlm.nih.gov/pubmed/21633066 http://dx.doi.org/10.1187/cbe.10-08-0105 |