The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It

Instructors have inherited a model for conscientious instruction that suggests they must cover all the material outlined in their syllabus, and yet this model frequently diverts time away from allowing students to engage meaningfully with the content during class. We outline the historical forces th...

Descripción completa

Detalles Bibliográficos
Autores principales: Petersen, Christina I., Baepler, Paul, Beitz, Al, Ching, Paul, Gorman, Kristen S., Neudauer, Cheryl L., Rozaitis, William, Walker, J. D., Wingert, Deb
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2020
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697669/
https://www.ncbi.nlm.nih.gov/pubmed/32412836
http://dx.doi.org/10.1187/cbe.19-04-0079

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697669/
https://www.ncbi.nlm.nih.gov/pubmed/32412836
http://dx.doi.org/10.1187/cbe.19-04-0079

Ejemplares similares