Scientific teaching: defining a taxonomy of observable practices
about
Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool.A "Scientific Diversity" Intervention to Reduce Gender Bias in a Sample of Life ScientistsStudent Buy-In to Active Learning in a College Science Course.Group Problem Solving in Class Improves Undergraduate Learning.Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.A Vision and Change Reform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning.Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs.Eight-Legged Encounters-Arachnids, Volunteers, and Art help to Bridge the Gap between Informal and Formal Science Learning.EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.Evaluating the extent of a large-scale transformation in gateway science courses
P2860
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P2860
Scientific teaching: defining a taxonomy of observable practices
description
2015 nî lūn-bûn
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2015 թուականի Մարտին հրատարակուած գիտական յօդուած
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2015 թվականի մարտին հրատարակված գիտական հոդված
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2015年の論文
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2015年論文
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2015年論文
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2015年論文
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2015年論文
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2015年論文
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2015年论文
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name
Scientific teaching: defining a taxonomy of observable practices
@ast
Scientific teaching: defining a taxonomy of observable practices
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type
label
Scientific teaching: defining a taxonomy of observable practices
@ast
Scientific teaching: defining a taxonomy of observable practices
@en
prefLabel
Scientific teaching: defining a taxonomy of observable practices
@ast
Scientific teaching: defining a taxonomy of observable practices
@en
P2093
P2860
P356
P1476
Scientific teaching: defining a taxonomy of observable practices
@en
P2093
Brian A Couch
Mark J Graham
Tanya L Brown
Tyler J Schelpat
P2860
P356
10.1187/CBE.14-01-0002
P577
2015-03-01T00:00:00Z