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Infusing Active Learning into the Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex

Abstract

Science educators have been encouraged to "adopt active-learning strategies and other alternatives to uninterrupted lecture to model the methods and mindsets at the heart of scientific inquiry, and to provide opportunities for students to connect abstract ideas to their real-world applications and acquire useful skills, and in doing so gain knowledge that persists beyond the course experience in which it was acquired. While these and other calls for reform dangle the carrot of promised cognitive gains before us (Bransford et al., 1999), the process of translating their message into the realities of practice in given classroom contexts remains a challenge of considerable magnitude."
In this paper, the authors illustrate seven strategies for infusing active learning into large-enrollment biology classes.

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