Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
Abstract Background Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical k...
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| Main Authors: | , |
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| Format: | Book |
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SpringerOpen,
2018-04-01T00:00:00Z.
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| Call Number: |
A1234.567 |
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| Copy 1 | Available |