Literaturnachweis - Detailanzeige
| Autor/inn/en | Jacques-Fricke, Bridget T.; Hubert, Amy; Miller, Sarah |
|---|---|
| Titel | A Versatile Module to Improve Understanding of Scientific Literature through Peer Instruction |
| Quelle | In: Journal of College Science Teaching, 39 (2009) 2, S.24-32 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Active Learning; Peer Teaching; Science Education; Scientific Literacy; Higher Education; Science Curriculum; Undergraduate Study; Undergraduate Students; Scientific and Technical Information; Critical Thinking; Honors Curriculum; Biology; Wisconsin |
| Abstract | Using primary literature in undergraduate science classes helps teach students both scientific information and process. However, students' lack of understanding of scientific techniques can hinder their understanding of the papers. This article describes a "technique module" that uses peer teaching and active learning to facilitate integration of primary scientific literature into undergraduate courses. (Contains 5 figures and 1 table.) (As Provided). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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