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| Description | This article presents a study on the effects of transitioning a high school, inquiry-based laboratory experience from being student and teacher led to being completely student centered. The laboratory course investigated was a Physiology and Disease (PAD) course at the Illinois Mathematics and Science Academy. | |||
| Type of Resource | Journal article/issue, Teaching strategies & guidelines | |||
| Format | Web Page - HTML | |||
| Author |
Sowmya Anjur, Illinois Mathematics and Science Academy
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| Grade/Age Levels |
High School upper division (Grades 11-12) Undergraduate lower division (Grades 13-14) Undergraduate upper division (Grades 15-16) Graduate Professional (degree program) Continuing Education Informal Education |
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| Pedagogies | ||||
| Related Research Paper |
Advan. Physiol. Edu. 35: 161-167, 2011 |
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| Learning Time | <=1 hour | |||
| Language | English | |||
| Type of Review | Reviewed By Journal Board | |||
| Keywords | ||||
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