Little intervention, big results : intentional integration of information literacy into an introductory-level biology lab course / Bordchardt Rachel, Tovao Salcedo, and Meg Bentley.
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TextPublication details: United Kingdom ; Taylor & Francis Group, September 2019.Description: volume 53, pages 450-462, illustrationSubject(s): DDC classification: - DPer 570 J826 2021 v. 53 n. 1-5.
| Item type | Current library | Collection | Call number | Status | Notes | Date due | Barcode | |
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Periodicals
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UM Digos College - LIC | Periodicals | DPer 570J826 2021 v53,no 1-5. (Browse shelf(Opens below)) | Not for loan | Periodical Article |
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| DPer 570J826 2021 v53,no 1-5. Biology-specific vocabulary : students' understanding and lectures' expectations of student understanding / | DPer 570J826 2021 v53,no 1-5. Is knowledge in various domains needed to understand bioethical issues? / | DPer 570J826 2021 v53,no 1-5. Mapping urban ecology education in the uk / | DPer 570J826 2021 v53,no 1-5. Little intervention, big results : intentional integration of information literacy into an introductory-level biology lab course / | DPer 570J826 2021 v53,no 1-5. The perception of toxic and non-toxic plants by children an adolescents with regard to gender : implications for teaching botany / | DPer 570J826 2021 v53,no 1-5. Using case-study based modules to promote a better understanding of evolution in an undergraduate anatomy and physiology course / | DPer 570J826 2021 v53,no 1-5. The gamification of elementary school biology : a case study on increasing of plants / |
Journal of Biological Education, v. 53 n. 4, pages 450-562, September 2019.
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