Using guided reading materials in an upper-division college chemistry course, students assumed more responsibility for their learning. This paper describes the guided reading materials and explains how the authors implemented the material and assessed their success with interviews, classroom observations and surveys. Their results indicate that the students had, indeed, achieved a student-centered classroom environment.
Details
Type Journal ArticlePub Date 10/1/2000Stock # jcst00_030_02_122Volume 030Issue 02