Original paper
Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom
Abstract
In this qualitative study, we examined the process of active learning from the perspective of undergraduate students in a high-enrollment introductory biology class. Eight students participated in a series of five interviews throughout the semester that examined their experiences during and after class. Grades were collected for each student at regular time points throughout the semester. Here, we present in-depth case studies of four students...
Paper Details
Title
Contrasting Cases: Students’ Experiences in an Active-Learning Biology Classroom
Published Date
Sep 1, 2019
Journal
Volume
18
Issue
3
Pages
ar33 - ar33
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Notes
History