Using the Improvisational “Yes, and…” Approach as a Review Technique in the Student-Centered Biology Classroom
In the biological sciences, students frequently equate understanding to compiling and memorizing information as a series of isolated facts. For this reason, they struggle to connect major concepts across course curriculums. In other disciplines, improvisation techniques have been introduced as a way...
Guardado en:
Autores principales: | Laura J. MacDonald, Amanda Solem, Verónica A. Segarra |
---|---|
Formato: | article |
Lenguaje: | EN |
Publicado: |
American Society for Microbiology
2016
|
Materias: | |
Acceso en línea: | https://doaj.org/article/19da90685651416bbd2860366812435d |
Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Ejemplares similares
-
Using an Activity Based on Constructivism To Help Students Develop a More Integrated Understanding of Cell Signaling Pathways
por: Laura MacDonald, et al.
Publicado: (2019) -
Experiential Posters: Theatrical and Improvisational Tools Aid in Science Museum Outreach
por: Verónica A. Segarra, et al.
Publicado: (2014) -
The Timeliness of Inclusion Efforts in Biology Education
por: Laura MacDonald, et al.
Publicado: (2020) -
Establishing Partnerships for Science Outreach Inside and Outside the Undergraduate Classroom
por: M. Todd Knippenberg, et al.
Publicado: (2020) -
Controversy in Biology Classrooms—Citizen Science Approaches to Evolution and Applications to Climate Change Discussions
por: Rachel A. Yoho, et al.
Publicado: (2016)