This article provides readers with details concerning the implementation of four active learning techniques used to help undergraduate students critically discuss primary literature. On the basis of undergraduate and graduate student perceptions and
experiences, the authors suggest techniques to enhance the quality of dual-listed courses and provide an outline for easing the transition of these techniques into any science classroom.
Details
Type Journal ArticlePub Date 9/1/2015Stock # jcst15_045_01_24Volume 045Issue 01