Peer-Led Team Learning has been in use in Introductory Biology and Introductory Chemistry since Fall 1999 at the University of Portland. lts effect on improved conceptual understanding, retention of students, and improvement in study skills will be discussed. An ancillary, but no less important beneﬁt in the development of interest in science teaching among the peer leaders, is also addressed.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Tenney, A. and Houck, B.
"Peer-Led Team Learning in Introductory Biology and Chemistry Courses: A Parallel Approach,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 6
, Article 5.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol6/iss1/5