Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses

Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowled...

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Detalles Bibliográficos
Autores principales: Andrews, Tessa C., Auerbach, Anna Jo J., Grant, Emily F.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2019
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6812569/
https://www.ncbi.nlm.nih.gov/pubmed/31603730
http://dx.doi.org/10.1187/cbe.19-01-0010

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6812569/
https://www.ncbi.nlm.nih.gov/pubmed/31603730
http://dx.doi.org/10.1187/cbe.19-01-0010

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