Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population.
about
The use of limericks to engage student interest and promote active learning in an undergraduate course in functional anatomy.Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes.A proposal for undergraduate students' inclusion in brain awareness week: promoting interest in curricular neuroscience componentsProcess-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.Using a physics experiment in a lecture setting to engage biology students with the concepts of Poiseuille's lawPost-vision and change: do we know how to change?Using guided inquiry and the information search process to develop research confidence among first year anatomy students.Student performance in and perceptions of a high structure undergraduate human anatomy course."Applying anatomy to something i care about": Authentic inquiry learning and student experiences of an inquiry project.Changing undergraduate human anatomy and physiology laboratories: perspectives from a large-enrollment course.Use of a Modified POGIL Exercise to Teach Bacterial Transformation in a Microbiology Course.Guided inquiry activities for learning about the macro- and micronutrients in introductory nutrition courses.Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course.Reflections as near-peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial-and-error.The intelligent anatomy spotter: A new approach to incorporate higher levels of Bloom's taxonomy.Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory.Process-oriented guided-inquiry learning improves long-term retention of information.Offering an anatomy and physiology course through a high school-university partnership: the Minnesota model.Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.Constructivist learning of anatomy: gaining knowledge by creating anatomical casts.
P2860
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P2860
Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population.
description
2010 nî lūn-bûn
@nan
2010年の論文
@ja
2010年学术文章
@wuu
2010年学术文章
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2010年学术文章
@zh-cn
2010年学术文章
@zh-hans
2010年学术文章
@zh-my
2010年学术文章
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2010年學術文章
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2010年學術文章
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name
Process-oriented guided-inquir ...... a diverse student population.
@en
Process-oriented guided-inquir ...... a diverse student population.
@nl
type
label
Process-oriented guided-inquir ...... a diverse student population.
@en
Process-oriented guided-inquir ...... a diverse student population.
@nl
prefLabel
Process-oriented guided-inquir ...... a diverse student population.
@en
Process-oriented guided-inquir ...... a diverse student population.
@nl
P2860
P356
P1476
Process-oriented guided-inquir ...... a diverse student population.
@en
P2093
Patrick J P Brown
P2860
P304
P356
10.1152/ADVAN.00055.2010
P577
2010-09-01T00:00:00Z