The standard lecture/note-taking format is not an effective way for students to learn introductory biology. However, it is difficult to implement an active-learning approach unless the students prepare adequately for class. This article describes a format for teaching a large introductory biology course that encourages student preparation prior to class and utilizes problem solving instead of lecturing.
Details
Type Journal ArticlePub Date 12/1/2001Stock # jcst01_031_04_246Volume 031Issue 04