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Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learning gains

Disciplinary and interdisciplinary science education research Pub Date : 2020-02-25 DOI:10.1186/s43031-020-00020-9
Christina I. Winterton, Ryan D. P. Dunk, Jason R. Wiles
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介绍生物学的同伴领导团队学习：同伴领导相关性、感知的榜样地位之间的关系，以及这些变量对学生学习收益的潜在影响
本文章由计算机程序翻译，如有差异，请以英文原文为准。
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Disciplinary and interdisciplinary science education research
Disciplinary and interdisciplinary science education research
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