000			nab a22 7a 4500
999			_c86473 _d86473
008			181127b xxu||||| |||| 00| 0 eng d
082			_a574.07 / Tal
100			_aTali, Tal
245			_aStudent-centered introductory biology course : _bevidence for deep learning
300			_ap.376 - 390
520			_aOur interpretative study that was carried out in a science and engineering oriented university examined the ways students in an introductory biology course perceived their learning in the course that was substantially changed to allow student-centered learning. The instructional change was framed by the view of learning as a sociocultural activity as well as a cognitive process that can take place face-to-face or through online interaction. Most of the lectures were substituted with individual learning and project-based, small-group learning that lasted one month. Data were collected through interviews with students and instructors, and through observations. In the paper, we show evidence for deep learning that was associated by the students and the instructors with short-term, meaningful activities in a setting that included collaborative peer learning; and replacing most lectures by small group learning that ended in a mini-conference. Deep learning was evidenced by the ways students reflected on how they organised and applied knowledge using deep learning strategies.
650			_aBiology introductory course
650			_aInstructional change
650			_aQualitative deep learning
700			_aTsaushu, Masha
773	0		_080467 _dInstitute Of Biology _oS392 _tJournal of Biological Education, 52(4), December 2018 _x0021-9266
856			_uhttps://www.tandfonline.com/doi/full/10.1080/00219266.2017.1385508
942			_2ddc _cAR