Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking

Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking

Abstract Background Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical k...

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Bibliographic Details
Main Authors: Anna Jo J. Auerbach, Tessa C. Andrews
Format: Article
Language:English
Published: SpringerOpen 2018-04-01
Series:International Journal of STEM Education
Subjects:
Active learning
Cognitive engagement
Teacher knowledge
Pedagogical knowledge
Undergraduate
College instructors
Online Access:http://link.springer.com/article/10.1186/s40594-018-0112-9

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http://link.springer.com/article/10.1186/s40594-018-0112-9

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