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Two-Year Community: The Use of Journaling to Assess Student Learning and Acceptance of Evolutionary Science

Journal of College Science Teaching— September/October 2015

Journal writing was introduced as a means to assess student learning and acceptance of evolutionary science in a nonmajors’ biology course taught at a community college. Fourteen weeks of instruction were performed, each initiated by student-centered, in-class activities and culminated by a discussion, to elucidate tentative conclusions based on evidence from in-class activities.
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