Publication Date
2003
Abstract
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.
Volume
6
Issue
1
First Page
11
Last Page
20
Rights
© 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/)
DOI
https://doi.org/10.25891/6PGZ-J157
Recommended Citation
Tenney, A. and Houck, B.
(2003)
"Peer-Led Team Learning in Introductory Biology and Chemistry Courses: A Parallel Approach,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 6:
No.
1, Article 5.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol6/iss1/5
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
