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ERIC Number: EJ750247
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0002-7685
EISSN: N/A
Available Date: N/A
Problem-Solving Modules in Large Introductory Biology Lectures Enhance Student Understanding
Cooper, Scott; Hanmer, Deborah; Cerbin, Bill
American Biology Teacher, v68 n9 P524-529 2006
We studied the effect of formative assessment and feedback on learning. Students produced phylogenetic trees based upon morphological and molecular data. The trees were projected in class, feedback provided, and the process repeated twice with new data. Assessment revealed that these in-class modules resulted in significant improvement in student understanding.
National Association of Biology Teachers. 12030 Sunrise Valley Drive #110, Reston, VA 20191. Tel: 800-406-0775; Tel: 703-264-9696; Fax: 703-264-7778; e-mail: publication@nabt.org; Web site: http://www.nabt.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A