Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking

BACKGROUND: Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge...

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Detalles Bibliográficos
Autores principales: Auerbach, Anna Jo J., Andrews, Tessa C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2018
Materias:
Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6310404/
https://www.ncbi.nlm.nih.gov/pubmed/30631709
http://dx.doi.org/10.1186/s40594-018-0112-9

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6310404/
https://www.ncbi.nlm.nih.gov/pubmed/30631709
http://dx.doi.org/10.1186/s40594-018-0112-9

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