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dc.contributor.authorMichelle Smith
dc.contributor.authorWilliam Wood
dc.contributor.authorWendy Adams
dc.contributor.authorCarl Wieman
dc.contributor.authorJennifer Knight
dc.contributor.authorNancy Guild
dc.contributor.authorTin Tin Su
dc.date.accessioned2019-10-04T20:13:17Z-
dc.date.available2019-10-04T20:13:17Z-
dc.date.issued2009
dc.identifier.urihttps://sei.ubc.ca/handle/seima/2170-
dc.descriptionSmith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. science, 323(5910), 122-124. doi:10.1126/science.1165919
dc.publisherScience
dc.relation.urihttps://doi.org/10.1126/science.1165919
dc.subjectgeneral
dc.subjectpeer discussion
dc.subjectconcept questions
dc.titleWhy peer discussion improves student performance on in-class concept questions
dc.typearticle
dcterms.accessRightsPublisher
dcterms.audienceInstructors
dcterms.audienceScience Education Specialists
dcterms.audienceScience Education Researchers
dcterms.rightsHolderauthor(s) of work unless otherwise stated by publisher
ubc.itemTypePaper
ubc.accessibilityFeatureunknownen_US
ubc.accessibilityHazardunknownen_US
ubc.affiliationvarious
dc.identifier.doi10.1126/science.1165919
Appears in Collections:Science Education Initiative: Research

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