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Articulating Scientific Reasoning Improves Student Learning in an Undergraduate Anatomy and Physiology Course
In many life science classrooms, instructors rely upon lecture presentations to efficiently present course content. Students, in this case, act as passive learners with little opportunity to test their knowledge for gaps or misconceptions. The goal of the project described here was to determine whet...
שמור ב:
| מחבר ראשי: | |
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| פורמט: | Artigo |
| שפה: | Inglês |
| יצא לאור: |
American Society for Cell Biology
2009
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| גישה מקוונת: | https://ncbi.nlm.nih.gov/pmc/articles/PMC2786281/ https://ncbi.nlm.nih.gov/pubmed/19952099 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1187/cbe.08-11-0066 |
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