After the TBL module, students were better prepared to design and implement independent final research projects¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The authors report that students retained conceptual knowledge from the module and worked with more precision and confidence in their end-of-semester independent research projects. → Peterson 2015

Evidence¶

Peterson 2015¶

Peterson, E.K. and Carrico, P. (2015). Laboratory Exercise in Behavioral Genetics Using Team-based Learning Strategies. Bioscene 41(2). https://visionandchange.org/files/2011/03/Revised-Vision-and-Change-Final-Report.pdf

q2 · i? · design · r2

Authors' observational report on end-of-semester final projects, which replaced a final examination: small groups designed and implemented projects addressing a novel research question in behavioral genetics. The article reports students "retained the conceptual knowledge learned in the module" and worked with more precision and confidence.

"We found that students not only retained the conceptual knowledge learned in the module, but that they were practicing science, designing their experiments, problem-solving, and working with the behaviors and animals with more precision and confidence than before."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

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