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Peer reviewedJohnson, Virginia Abbott; Lockard, J. David – Journal of Research in Science Teaching, 1985
Determined which form of kinetic structure (high or low) and/or micrograph content (unified or varied) was most effective on introductory college biology students' (N=100) achievement of reading micrograph skills. Findings, among others, suggest that high kinetic structure instruction does not affect actual reading micrograph skills, but…
Descriptors: Achievement, Biology, College Science, College Students
