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Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology
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Jensen, Jamie Lee; Lawson, Anton – CBE - Life Sciences Education, 2011
This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic…
Descriptors: Biology, Science Instruction, College Science, Undergraduate Students