Research and Teaching: A Comparison of Long-Term Knowledge Retention Between Two Teaching Approaches | NSTA

Research and Teaching: A Comparison of Long-Term Knowledge Retention Between Two Teaching Approaches

Journal of College Science Teaching—July/August 2017

The purpose of the research in this article was to test assumptions regarding the effectiveness of reform-based instructional approaches to facilitating knowledge retention in students. We conducted an experimental study of knowledge retention at a midsized community college using a modified Solomon four-group design with control (lecture) and treatment (active) groups and a pre/post assessment protocol.

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