Reading Questions in Large-Lecture Courses: Limitations and Unexpected Outcomes | NSTA

Reading Questions in Large-Lecture Courses: Limitations and Unexpected Outcomes

Journal of College Science Teaching—March/April 2008

As an alternative to reading quizzes, a team of biochemistry instructors implemented student reading questions (Henderson and Rosenthal 2006) as a new instructional strategy within their large-enrollment biochemistry courses. Unexpected positive outcomes of this instructional method were realized, as well as limitations of the method within this setting. Outcomes and limitations of the reading-question strategy as well as suggestions for their more efficient implementation are discussed.

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