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A Process of Pedagogical Change in College Science Education: Instructor Perspectives
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Sengul, Ozden – Journal of College Science Teaching, 2022
This article aims to explore the experiences of science instructors who are active participants in the design and enactment of an interdisciplinary science course with student-centered pedagogy in a large-enrollment class. The data were collected through interviews with instructors and analyzed using the inductive thematic approach. Results show…
Descriptors: Science Instruction, College Faculty, Interdisciplinary Approach, Large Group Instruction