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Abstract

Unlike traditional courses in physical science, many biology courses do not have problem sets that allow students to assess their mastery in depth, chapter by chapter. To remedy this perceived lack while teaching principles of research in a largely self-instructional mastery format, Terence Anthoney devotes most of his class time to practice exams, followed by group discussions of students’ answers.

Keywords

Final Exam Hide Curriculum Exam Question Introductory Biology Exam Grade 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. 1.
    William G. Perry Jr., Form of Intellectual and Ethical Development in the College Year: A Scheme (Troy, MO: Holt, Renehart & Winson, 1970)Google Scholar
  2. 2.
    Thomas A. Angelo and K. Patricia Cross, Classroom Assesment Techniqus (San Francisco: Jossey-basss, 1993)Google Scholar
  3. 3.
    Eric Mazur’s innovation is described in “Students Teaching Students: Harvard Revisited,” Revitalizing Undergraduate Science (Tucson, AZ: Research Corporation, 1992), pp. 114–122. See also Peer Instruction: A User’s Manual (Upper Saddle River, NJ: Prentice Hall, 1996).Google Scholar

Copyright information

© Springer Science+Business Media New York 1997

Authors and Affiliations

  • Terence R. Anthoney
    • 1
  1. 1.Department of ZoologySouthern Illinois University at CarbondaleCarbondaleUSA

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