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Direct linkFreeman, Scott; Haak, David; Wenderoth, Mary Pat – CBE - Life Sciences Education, 2011
We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments.…
Descriptors: Evidence, Tests, Biology, Introductory Courses
