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Writing to Learn: An Evaluation of the Calibrated Peer Review™ Program in Two Neuroscience Courses
Although the majority of scientific information is communicated in written form, and peer review is the primary process by which it is validated, undergraduate students may receive little direct training in science writing or peer review. Here, I describe the use of Calibrated Peer Review™ (CPR), a...
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| Autor principal: | |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
Faculty for Undergraduate Neuroscience
2005
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| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC3592621/ https://ncbi.nlm.nih.gov/pubmed/23493247 |
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