Journal of College Science Teaching
Read about a new program that uses trained peer learning coaches and collaborative groups to reduce the withdrawal and failure rate in an introductory chemistry course taught in a large-lecture format. Find out how generating conceptual metaphors can help students better understand the concept of energy. Read the evaluation of a research-based introductory biology lab course in which students were responsible for the development of research questions, the collection of data, and data analysis. Read about these stories and more in this issue of JCST.
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