Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses
Abstract
Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowledge and pedagogical knowledge, this study investigated the teaching knowledge instructors used in planning, implementing, and reflecting on...
Paper Details
Title
Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses
Published Date
Dec 1, 2019
Journal
Volume
18
Issue
4
Pages
ar48 - ar48
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