Inquiry-based learning was used to enhance an undergraduate molecular biology course at Georgia Southern University, a primarily undergraduate institution in rural southeast Georgia. The goal was to use a long-term, in-class project to accelerate higher-order thinking, thereby enabling students to problem solve and apply their knowledge to novel situations.
Details
Type Journal ArticlePub Date 5/1/2007Stock # jcst07_036_06_36Volume 036Issue 06