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Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class
Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups...
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| Main Authors: | , , , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
American Society for Cell Biology
2012
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| Assuntos: | |
| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC3516795/ https://ncbi.nlm.nih.gov/pubmed/23222835 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1187/cbe.12-04-0048 |
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