Perceived supports and evidence-based teaching in college STEM

Perceived supports and evidence-based teaching in college STEM

Abstract Background Evidence-based teaching, such as active learning, is associated with increases in student learning and engagement. Although many faculty are beginning to adopt innovative practices, traditional lecture-based teaching tends to dominate college science education. What are the facto...

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Bibliographic Details
Main Authors: Meghan E. Bathgate, Oriana R. Aragón, Andrew J. Cavanagh, Jonathan K. Waterhouse, Jennifer Frederick, Mark J. Graham
Format: Article
Language:English
Published: SpringerOpen 2019-04-01
Series:International Journal of STEM Education
Subjects:
Evidence-based teaching
Teaching supports
Teaching barriers
College STEM
Online Access:http://link.springer.com/article/10.1186/s40594-019-0166-3

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http://link.springer.com/article/10.1186/s40594-019-0166-3

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