A group of graduate teaching assistants collaborated with a biology professor and a science educator in a Japanese Lesson Study to directly address a need for contextualized learning. The results indicated that the participants were able to articulate two types of rationales for their teaching: rationales for lesson design and rationales for the importance of including Hardy-Weinberg Equilibrium in undergraduate biology.
Details
Type Journal ArticlePub Date 9/1/2012Stock # jcst12_042_01_40Volume 042Issue 01