Promoting Student Learning in a Large General Chemistry Course
Based on recent reports in the science education literature, curricular modifications were made to one section of a freshman-level general chemistry course. Assessment results indicate that these modifications resulted in a more student-centered learning environment and increased student learning an...
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| Veröffentlicht in: | Journal of college science teaching 2004-07, Vol.33 (7), p.12-17 |
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| container_end_page | 17 |
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| container_issue | 7 |
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| container_title | Journal of college science teaching |
| container_volume | 33 |
| creator | Buchanan, Stacey A. Reynolds, Melissa M. Duersch, Brett S. Lohr, Lawrence L. Coppola, Brian P. Zusho, Akane Pintrich, Paul R. |
| description | Based on recent reports in the science education literature, curricular modifications were made to one section of a freshman-level general chemistry course. Assessment results indicate that these modifications resulted in a more student-centered learning environment and increased student learning and satisfaction as compared to results from unmodified sections. (Contains 1 table and 3 figures.) |
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| fulltext | fulltext |
| identifier | ISSN: 0047-231X |
| ispartof | Journal of college science teaching, 2004-07, Vol.33 (7), p.12-17 |
| issn | 0047-231X 1943-4898 |
| language | eng |
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| source | JSTOR |
| subjects | Chemistry Classroom Environment College Freshmen College Science Curricula Curriculum Development Educational Technology Instructional design Introductory Courses Large Group Instruction Learning Modifications Research AND Teaching Science Education Scientific Concepts Small Group Instruction Student Attitudes Student Centered Curriculum Surveys |
| title | Promoting Student Learning in a Large General Chemistry Course |
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