Workshop Biology: Demonstrating the Effectiveness of Active Learning in an Introductory Biology Course

By D. Udovic, Deborah Morris, A. Dickman, J. Postlethwait, Peter B. Wetherwax. 2002

193 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. (2009, background): “CBE—Life Sciences Education Vol. 8, 203–213, Fall 2009 © 2009 by The American Society for Cell Biology 203 outcomes (Ebert-May et al., 1997; Hake, 1998; Udovic et al., 2002; Knight and Wood, 2005; Freeman et al., 2007) relative to a standard lecture format.”
Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. (2005, background): “Workshop Biology (Udovic et al., 2002) is an example of a largeenrollment introductory course for nonmajors in which the science-as-inquiry theme is integrated throughout all course components.”
Clickers in the large classroom: current research and best-practice tips. (2007, background): “, 2006) beyond collections for physics (Mazur, 1997), although some concept tests for specific biological topics have been published in recent years (Anderson et al., 2002; Udovic et al., 2002).”