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Course design for an introductory science course.
Abstract
This paper presents a course design for an introductory science course that encourages students to take greater responsibility for constructing their own knowledge of science with their professor and fellow students. The course includes two writing activities and a conceptual-conflict activity. (A conceptual-conflict activity, is, one in which two or more opposing viewpoints are discussed.) All of the students became more involved in constructing their own understandings of the subject.
Introduction
It is difficult for students who believe that learning consists of memorizing facts, a position that many students bring to introductory ...
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