Craig A. Ogilvie

Robert D. Reason1
Eric J. Gangloff1
1Robert D. Reason
1Eric J. Gangloff
1Clark R. Coffman
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In this paper we investigate the extent to which students' problem-solving behaviors change as a result of working on multi-faceted, context-rich problems. During the semester, groups of two to three students work on several problems that require more than one concept and hence cannot be readily solved with simple " plug-and-chug " strategies. The problems(More)
Students in a calculus-based mechanics course at MIT were given the conceptual Force Concept Inventory (FCI) test both at the start and the end of the course. Gains in student scores are correlated with individual use of the different components in the course: small-group tutorial sessions, written problem sets, an interactive web-based problem set,(More)
  • Emily R. Elliott, Robert D. Reason, Clark R. Coffman, Eric J. Gangloff, Jeffrey R. Raker, Jo Anne Powell-Coffman +1 other
  • 2016
Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To(More)
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