Related references
Note: Only part of the references are listed.Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report
Lisa Corwin Auchincloss et al.
CBE-LIFE SCIENCES EDUCATION (2014)
Teaching More by Grading Less (or Differently)
Jeffrey Schinske et al.
CBE-LIFE SCIENCES EDUCATION (2014)
Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion
Debra L. Linton et al.
CBE-LIFE SCIENCES EDUCATION (2014)
Active learning increases student performance in science, engineering, and mathematics
Scott Freeman et al.
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA (2014)
Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting
Andis Klegeris et al.
CBE-LIFE SCIENCES EDUCATION (2013)
Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom's
Paula P. Lemons et al.
CBE-LIFE SCIENCES EDUCATION (2013)
Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity
Kimberly D. Tanner
CBE-LIFE SCIENCES EDUCATION (2013)
Problem- and Case-Based Learning in Science: An Introduction to Distinctions, Values, and Outcomes
Douglas Allchin
CBE-LIFE SCIENCES EDUCATION (2013)
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering
Susan Singer et al.
JOURNAL OF ENGINEERING EDUCATION (2013)
The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class
William B. Wood et al.
CBE-LIFE SCIENCES EDUCATION (2012)
Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach
Julie A. Reynolds et al.
CBE-LIFE SCIENCES EDUCATION (2012)
Common Origins of Diverse Misconceptions: Cognitive Principles and the Development of Biology Thinking
John D. Coley et al.
CBE-LIFE SCIENCES EDUCATION (2012)
Moving Theory into Practice: A Reflection on Teaching a Large, Introductory Biology Course for Majors
Kimberly D. Tanner
CBE-LIFE SCIENCES EDUCATION (2011)
Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
David C. Haak et al.
SCIENCE (2011)
Impact of Undergraduate Science Course Innovations on Learning
Maria Araceli Ruiz-Primo et al.
SCIENCE (2011)
A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development
Gili Marbach-Ad et al.
CBE-LIFE SCIENCES EDUCATION (2010)
“The A-Word” Made EasyReview of: Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition, by AngeloThomas A. and CrossK. Patricia; 1993; 427 pp.; Jossey-Bass (San Francisco, CA); ISBN: 1-55542-500-3; $48.00
Marshall D. Sundberg
CBE-Life Sciences Education (2010)
The Problem of Revealing How Students Think: Concept Inventories and Beyond
Julia I. Smith et al.
CBE-LIFE SCIENCES EDUCATION (2010)
Talking to Learn: Why Biology Students Should Be Talking in Classrooms and How to Make It Happen
Kimberly D. Tanner
CBE-LIFE SCIENCES EDUCATION (2009)
Why Peer Discussion Improves Student Performance on In-Class Concept Questions
M. K. Smith et al.
SCIENCE (2009)
Implementing Concept-based Learning in a Large Undergraduate Classroom
David Morse et al.
CBE-LIFE SCIENCES EDUCATION (2008)
Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology
Alison Crowe et al.
CBE-LIFE SCIENCES EDUCATION (2008)
Making Biology Learning Relevant to Students: Integrating People, History, and Context into College Biology Teaching
Katayoun Chamany et al.
CBE-LIFE SCIENCES EDUCATION (2008)
The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis
RL Bangert-Drowns et al.
REVIEW OF EDUCATIONAL RESEARCH (2004)
Does active learning work? A review of the research
M Prince
JOURNAL OF ENGINEERING EDUCATION (2004)
Problem-based writing with peer review improves academic performance in physiology
NJ Pelaez
ADVANCES IN PHYSIOLOGY EDUCATION (2002)