Journal writing was introduced as a means to assess student learning and acceptance of evolutionary science in a nonmajors’ biology course taught at a community college. Fourteen weeks of instruction were performed, each initiated by student-centered, in-class activities and culminated by a discussion, to elucidate tentative conclusions based on evidence from in-class activities.
Details
Type Journal ArticlePub Date 9/1/2015Stock # jcst15_045_01_16Volume 045Issue 01