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Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class
Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups...
| Autores principales: | , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
American Society for Cell Biology
2012
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3516795/ https://www.ncbi.nlm.nih.gov/pubmed/23222835 http://dx.doi.org/10.1187/cbe.12-04-0048 |