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Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology
We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three majo...
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| Autores principales: | , , , |
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| Formato: | Artigo |
| Lenguaje: | Inglês |
| Publicado: |
American Society for Cell Biology
2009
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| Materias: | |
| Acceso en línea: | https://ncbi.nlm.nih.gov/pmc/articles/PMC2736024/ https://ncbi.nlm.nih.gov/pubmed/19723815 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1187/cbe.09-03-0025 |
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