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Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction
Vision and Change challenged biology instructors to develop evidence-based instructional approaches that were grounded in the core concepts and competencies of biology. This call for reform provides an opportunity for new educational tools to be incorporated into biology education. In this essay, we...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
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American Society for Cell Biology
2019
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6812577/ https://www.ncbi.nlm.nih.gov/pubmed/31603729 http://dx.doi.org/10.1187/cbe.19-03-0059 |