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Advancing the guidance debate: Lessons from educational psychology and implications for biochemistry learning

Submitted by Stephanie -Halmo on

TitleAdvancing the guidance debate: Lessons from educational psychology and implications for biochemistry learning
Publication TypeJournal Article
Year of Publication2020
AuthorsHalmo SM, Sensibaugh CA, Reinhart P, Stogniy O, Fiorella L, Lemons PP
JournalCBE—Life Sciences Education
Volume19
Paginationar41
Abstract

This study compares the impacts on biochemistry student learning for three evidence-based pedagogies—worked examples plus practice, productive failure, and guided inquiry—that differ in the nature and timing of guidance.
DOI10.1187/cbe.19-11-0260
Refereed DesignationRefereed
Fields of interest:
Biology Education