Examining equity and graduation rates at two institutions using a course deficit model and the collaborative learning through active sense-making in physics curriculum
We have previously described the reformed introductory physics course, collaborative learning through active sense-making in physics (CLASP), for bioscience students at a large public research one university (Original University) and presented evidence that the course was more successful and more eq...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2025-01-01
|
| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.21.010107 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|