Comparing the Efficacy of Flipped vs. Alternative Active Learning in a College Genetics Course

Autor:	MENNELLA, THOMAS A.
Zdroj:	The American Biology Teacher, 2016 Aug 01. 78(6), 471-479.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/26411087 Zobrazit plný text záznamu