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The Genetics Concept Assessment: a new concept inventory for gauging student understanding of geneticsFive heads are better than one: preliminary results of team-based learning in a communication disorders graduate course.A semester-long student-directed research project involving enzyme immunoassay: appropriate for immunology, endocrinology, or neuroscience coursesReplacing lecture with peer-led workshops improves student learning.Development, implementation, and assessment of a lecture course on cancer for undergraduatesLearn before lecture: A strategy that improves learning outcomes in a large introductory biology class.Using student learning and development outcomes to evaluate a first-year undergraduate group video projectUsing online lectures to make time for active learningVerbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices.Improvements from a flipped classroom may simply be the fruits of active learning.Using an audience response system (ARS) in a face-to-face and distance education CPT/HCPCS coding course.Promoting the Multidimensional Character of Scientific Reasoning.Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change.The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse StudentsIs Peer Interaction Necessary for Optimal Active Learning?Curriculum Alignment with Vision and Change Improves Student Scientific LiteracyDevelopment and Validation of the Homeostasis Concept Inventory.Identifying key features of effective active learning: the effects of writing and peer discussionThe teaching practices inventory: a new tool for characterizing college and university teaching in mathematics and science.The impact of clickers instruction on cognitive loads and listening and speaking skills in college English class.Taking the Plunge: Next Steps in Engaged Learning: Project Kaleidoscope-Connecticut Conference of Independent Colleges Conference for Science Educators.Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex.Investigating the relationship between pharmacy students' achievement goal orientations and preferred teacher qualitiesA diagnostic assessment for introductory molecular and cell biology.Learner-centered inquiry in undergraduate biology: positive relationships with long-term student achievement.Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learningUsing peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of scienceHistoViewer: an interactive e-learning platform facilitating group and peer group learning.The benefits of using clickers in small-enrollment seminar-style biology coursesCombining peer discussion with instructor explanation increases student learning from in-class concept questionsA campus-wide study of STEM courses: new perspectives on teaching practices and perceptions.Can genetics and genomics nursing competencies be successfully taught in a prenursing microbiology course?Neuroscience workshops for fifth-grade school children by undergraduate students: a university-school partnershipThe molecular biology capstone assessment: a concept assessment for upper-division molecular biology studentsRelations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors.Changing the science education paradigm: from teaching facts to engaging the intellect: Science Education Colloquia Series, Spring 2011.Use of Constructed-Response Questions to Support Learning of Cell Biology during Lectures.Indicators of satisfaction in clickers-aided EFL class.
P2860
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P2860
description
2005 nî lūn-bûn
@nan
2005 թուականի Յունուարին հրատարակուած գիտական յօդուած
@hyw
2005 թվականի հունվարին հրատարակված գիտական հոդված
@hy
2005年の論文
@ja
2005年学术文章
@wuu
2005年学术文章
@zh-cn
2005年学术文章
@zh-hans
2005年学术文章
@zh-my
2005年学术文章
@zh-sg
2005年學術文章
@yue
name
Teaching more by lecturing less.
@ast
Teaching more by lecturing less.
@en
Teaching more by lecturing less.
@nl
type
label
Teaching more by lecturing less.
@ast
Teaching more by lecturing less.
@en
Teaching more by lecturing less.
@nl
prefLabel
Teaching more by lecturing less.
@ast
Teaching more by lecturing less.
@en
Teaching more by lecturing less.
@nl
P2860
P356
P1476
Teaching more by lecturing less
@en
P2093
William B Wood
P2860
P304
P356
10.1187/05-06-0082
P577
2005-01-01T00:00:00Z