Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL* - Wikidata - wikimedia - TriplyDB

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

http://www.wikidata.org/entity/Q42106703

about

Interventions to assist health consumers to find reliable online health information: a comprehensive review Known structure, unknown function: An inquiry-based undergraduate biochemistry laboratory course.A process-oriented guided inquiry approach to teaching medicinal chemistry.Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learning Increased course structure improves performance in introductory biology Peer led team learning in introductory biology: effects on peer leader critical thinking skills.Active-learning processes used in US pharmacy education Multiple-choice exams: an obstacle for higher-level thinking in introductory science classes.Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.It's All Their Fault?Learner-centered teaching in nonmajors introductory biology: the impact of giving students choices Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology A guide to using case-based learning in biochemistry education.Process-oriented guided-inquiry learning: a natural fit for occupational therapy education.Evidence-informed strategies for undergraduate nutrition education: a review.Use of a Modified POGIL Exercise to Teach Bacterial Transformation in a Microbiology Course.A proposal for teaching undergraduate chemistry students carbohydrate biochemistry by problem-based learning activities.The UNSIN project: exploring the molecular physiology of sins.Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.Guided inquiry activities for learning about the macro- and micronutrients in introductory nutrition courses.Group Problem Solving in Class Improves Undergraduate Learning.Using invention to change how students tackle problems.Redesigning space for interdisciplinary connections: the Puget Sound Science Center.The TRIPSE: a process-oriented exam for large undergraduate classes.Fostering improved anatomy and physiology instructor pedagogy.Commentary: prerequisite knowledge.Strategies for using peer-assisted learning effectively in an undergraduate bioinformatics course.Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population.A Project Course Sequence in Innovation and Commercialization of Medical Devices.An Integrative Approach to STEM Concepts in an Introductory Neuroscience Course: Gains in Interdisciplinary Awareness.Enhancing student retention of prerequisite knowledge through pre-class activities and in-class reinforcement.Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses.Passing the baton: Mentoring for adoption of active-learning pedagogies by research-active junior faculty.Leading the way: changing the focus from teaching to learning in large subjects with limited budgets.Process-oriented guided-inquiry learning improves long-term retention of information.Cooperative learning for faculty: building communities of practice.Hypothetical biotechnology companies: A role-playing student centered activity for undergraduate science students.Bridging the educational research-teaching practice gap. Curriculum development, Part 1: Components of the curriculum and influences on the process of curriculum design.The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways.

P2860

Q27006052-02589418-A308-4286-9C0B-2B9620B1524D Q28604102-B9E6E467-B295-414A-B351-B3012D119D77 Q34274758-C94FF29B-67AE-4B63-9A67-09675B26A77F Q34372331-3527B9F8-AB9F-4A75-8A16-FCB314B0734A Q35019113-C218C9E3-A072-4190-858C-B2B01AA2EA3B Q35023356-0DFE0D2A-0E13-4BB0-A44F-33F119F3206E Q35111198-7FC5C71B-6155-441A-BF00-74A5ADAEA941 Q36207029-E9B92377-6B0C-4FE1-A099-E0A78C22CB39 Q36488337-13DE2DC7-55B2-4C03-8278-6A436C47B2B0 Q36623634-F3285A20-0EE0-445F-AFDF-307D48A5E099 Q36623800-573C25C5-0CE9-49ED-8FA3-25072B8935D1 Q37147001-133496FF-4D5D-4D73-B54A-8CCEEAF9D47F Q37226878-9D816A32-DD2E-4083-8B9A-A7FA61783765 Q38262808-00B2BC92-6C26-4776-8BB2-DF731249E64B Q38395621-4E42C89C-BE05-4A83-AEA7-00370DE33F2D Q38473015-8D1DB048-64D1-47FE-8858-F0B0DE8EFD57 Q39063810-6FD260A5-A09B-4D52-9F2A-70EB65E9B561 Q39309949-EB2BC89D-4F56-41CB-9C27-11B9A1A34E68 Q39645821-59E129A1-17EC-4A96-AD5C-1262889DBDEA Q39780838-551A1A27-3533-496F-958B-2BBAE765BF32 Q40458174-C50334CF-027F-44BB-A34B-5C19E1A4EF43 Q40994207-8B99E14D-BABB-45F1-AD31-8F621FBB3585 Q41308796-C57F51FC-E0DE-4CCB-AB82-F817013208A3 Q43907921-56BB0BB7-E7AC-4C51-BFBB-6D18316C7BEE Q44761570-A3A7BE52-4F46-4051-9850-D82A148CDD1D Q46233656-9DFF9353-6221-4D8E-97A1-619A396C3EE3 Q46236013-E6F8CDFB-D9CC-475D-909B-496298D5337D Q46930076-69AF4119-8945-4555-AE1E-AB8C69EBC7A8 Q47363062-8761EE60-4682-43C2-B1F2-539BCF2701F8 Q47397391-8695E7E0-F161-419A-8B67-71687A74C553 Q47556260-7FE7632B-B2B1-492A-A5A6-B13E892A90FA Q47673547-7EB50349-1C65-4D8A-95B9-B969CF0E428B Q48520156-C2155C31-1AC7-4FA1-ACD9-7FEDFC9EA2CF Q48529187-F454A083-C57D-4E57-8BC0-6292328BA4FD Q50595019-C772FBAC-A6E9-48F6-BA6D-984AB9C29C4E Q50722843-3D69D9FC-2D21-4E04-B261-5E3DECA1D182 Q51852829-5C855073-384B-4922-B0E2-359ED0332BC9 Q51875707-27823E2E-C449-4A85-8468-2EEB6A8C0D8C Q51877175-8B1D2008-DFFB-4F09-A6FD-F96C2BC61479 Q54951193-AF8C1C1C-AEDD-40BF-BFE1-2120AAF18ED0

P2860

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

http://www.wikidata.org/entity/Q42106703

description

2008 nî lūn-bûn

@nan

2008年の論文

@ja

2008年学术文章

@wuu

2008年学术文章

@zh-cn

2008年学术文章

@zh-hans

2008年学术文章

@zh-my

2008年学术文章

@zh-sg

2008年學術文章

@yue

2008年學術文章

@zh

2008年學術文章

@zh-hant

name

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

@en

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

@nl

type

label

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

@en

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

@nl

prefLabel

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

@en

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

@nl

P1433

Q42106703-0BC1F6C0-D6F2-441F-9739-9E9D46D14287

P1476

Q42106703-9720B869-20FC-4616-9EC1-77D7457BD0B6

P2093

Q42106703-0E9F303C-963E-49EC-AF90-011053F0E33F

Q42106703-1C615248-D560-4307-BDE7-E2B7A9EB60DC

Q42106703-3C2CA258-E368-4A3F-A995-A58E4A531FB3

Q42106703-4851488B-620D-4DEE-B483-F2BBC0DCB060

Q42106703-53A25A99-15EA-411D-9424-C8ECA95AFF2D

Q42106703-B92E0188-DF52-438D-BFE1-0EF7289C2B96

P2860

Q42106703-55221D6A-5D01-48E9-A6C9-4F9710EFF5E2

Q42106703-623E7816-3D2B-4FB8-8239-5446ECFEB9E7

Q42106703-7AE96230-DF50-46E4-977E-1EEB4587F00F

Q42106703-93182131-D397-45B9-999E-8A6BAE2DCADA

Q42106703-B3B3603B-00DE-49CC-8A83-3084B5B1105B

Q42106703-D1217AB8-E1E9-47F6-BF18-46E4092FBBB0

Q42106703-DFFDC6BD-9F35-4D08-9A1B-C35159A7967C

P304

Q42106703-285C6E17-740E-4FE8-96F0-AF49B8FF42BF

P31

Q42106703-B2110DEB-E7B8-4174-BF55-00F764DCC1C9

P356

Q42106703-0F955790-C497-4917-82E3-5AA7A768529B

P433

Q42106703-7198A8E3-2F29-47B3-8617-56CE77C1526F

P478

Q42106703-8A78E3DC-9D28-46C9-80E4-6CD80D718F72

P50

Q42106703-830CF80E-6BAB-4104-84DC-B8DC716DC5FD

P577

Q42106703-9D6F76F4-8B80-4483-B6B5-B1B677B16B0A

P5875

Q42106703-F8B9F712-C8A2-4B72-A9A0-FD094FC14687

P698

Q42106703-4E86C803-FB90-490F-B7C3-F7A52835CCBE

P932

Q42106703-156FDF94-B9C6-46DE-9ADD-1906B03760DB

P356

P1433

Biochemistry and Molecular Biology Education

P1476

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

@en

P2093

Harold B White

http://www.w3.org/2001/XMLSchema#string

Jack Kampmeier

http://www.w3.org/2001/XMLSchema#string

Richard S Moog

http://www.w3.org/2001/XMLSchema#string

Terry Platt

http://www.w3.org/2001/XMLSchema#string

Thomas Eberlein

http://www.w3.org/2001/XMLSchema#string

Vicky Minderhout

http://www.w3.org/2001/XMLSchema#string

P2860

Problem-based learning

Lecture-free biochemistry: A Process Oriented Guided Inquiry Approach.

Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classes.

A taxonomy of problem-based learning methods.

Bridging the educational research-teaching practice gap: The importance of bridging the gap between science education research and its application in biochemistry teaching and learning: Barriers and strategies.

Introductory course based on a single problem: Learning nucleic acid biochemistry from AIDS research.

Education. Scientific teaching.

P304

262-273

http://www.w3.org/2001/XMLSchema#string

P31

scholarly article

P356

10.1002/BMB.20204

http://www.w3.org/2001/XMLSchema#string

P433

4

http://www.w3.org/2001/XMLSchema#string

P478

36

http://www.w3.org/2001/XMLSchema#string

P50

Pratibha Varma-Nelson

P577

2008-07-01T00:00:00Z

http://www.w3.org/2001/XMLSchema#dateTime

P5875

24312096

http://www.w3.org/2001/XMLSchema#string

P698

19381266

http://www.w3.org/2001/XMLSchema#string

P932

2665262

http://www.w3.org/2001/XMLSchema#string