Studio Structure Improves Student Performance in an Undergraduate Introductory Soil Science Course
Author:
Affiliation:
1. Dep. of Natural Resources and the Environment; Univ. of New Hampshire; Durham NH 03824
Publisher
Wiley
Link
http://onlinelibrary.wiley.com/wol1/doi/10.4195/nse2014.12.0026/fullpdf
Reference62 articles.
1. A problem-based learning approach to teaching introductory soil science;Amador;J. Nat. Resour. Life Sci. Educ.,2004
2. Active learning not associated with student learning in a random sample of college biology courses;Andrews;CBE Life Sci. Educ.,2011
3. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology;Armbruster;CBE Life Sci. Educ.,2009
4. Comparison of student performance using web and paper-based homework in college-level physics;Bonham;J. Res. Sci. Teach.,2003
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1. Comparable outcomes in studio vs. traditional delivery of an introductory soil science course;Natural Sciences Education;2020-01
2. Active Learning Approaches to Teaching Soil Science at the College Level;Frontiers in Environmental Science;2019-08-27
3. When Does Interleaving Practice Improve Learning?;The Cambridge Handbook of Cognition and Education;2019-02-07
4. Teaching Undergraduate Soil Management to Diverse Majors: Linking Lectures with Field Practicals;Natural Sciences Education;2018-12
5. Introductory soil courses: a frontier of soil science education in Canada;Canadian Journal of Soil Science;2018-06
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