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Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses
Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowled...
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| Publicado no: | CBE Life Sci Educ |
|---|---|
| Main Authors: | , , |
| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
American Society for Cell Biology
2019
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| Assuntos: | |
| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC6812569/ https://ncbi.nlm.nih.gov/pubmed/31603730 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1187/cbe.19-01-0010 |
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