Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses.

导出 LinkOut

翻译打印收藏纠错

第一作者： Alison,Wallace

第一单位： Department of Biosciences, Minnesota State University, Moorhead, Minnesota, USA.

作者： Alison,Wallace ^[1] ; Theresa,Barosh ^[2] ; Ellen,Brisch ^[1] ; Paul,Laybourn ^[3] ; Meena M,Balgopal ^[4]

作者单位： Department of Biosciences, Minnesota State University, Moorhead, Minnesota, USA. ^[1] Energy Institute, Colorado State University, Fort Collins, Colorado, USA. ^[2] Department of Biochemistry and Molecular Biology, Colorado State University, Fort Collins, Colorado, USA. ^[3] Department of Biology, Colorado State University, Fort Collins, Colorado, USA. ^[4]

关键词 active learning inclusive pedagogies writing-to-learn

DOI 10.1128/jmbe.00087-23

PMID 38108004

发布时间 2023-12-19

翻译满意度评价：

准确一般字义偏差语意偏离译文作用小提交

浏览0

Journal of microbiology & biology education

2023年24卷3期

相似文献

中文期刊
外文期刊
学位论文
会议论文

检索历史清除

Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses.

Journal of microbiology & biology education

相似文献

Journal of microbiology & biology education

相关期刊

参考文献：
指定格式：	NoteExpress EndNote RefWorks NoteFirst

检索历史 清除

Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses.

Journal of microbiology & biology education

相似文献

Journal of microbiology & biology education

相关期刊

检索历史清除