Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a...

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Detalles Bibliográficos
Autores principales: Cleveland, Lacy M., Olimpo, Jeffrey T., DeChenne-Peters, Sue Ellen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2017
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459237/
https://www.ncbi.nlm.nih.gov/pubmed/28389428
http://dx.doi.org/10.1187/cbe.16-06-0181

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459237/
https://www.ncbi.nlm.nih.gov/pubmed/28389428
http://dx.doi.org/10.1187/cbe.16-06-0181

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