References
- Batz, Z., Olsen, B. J., Dumont, J., Dastoor, F., & Smith, M. (2015). Helping struggling students in introductory biology: A peer-tutoring approach that improves performance, perception, and retention. CBE—Life Sciences Education, 14(2), 1–12.
- Campbell, D. T., & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Rand-McNally.
- Crocker, L., & Algina, J. (2006). Introduction to classical and modern test theory. Thomson Wadsworth.
- Earl, L. (2006). Assessment-a powerful lever for learning. Brock Education Journal, 16(1), 1–15.
- Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P., & White, H.B. (2008). Pedagogies of engagement in science. Biochemistry and Molecular Biology Education, 36(4), 262–273.
- Espinosa, A. A., Monterola, S. L. C., & Punzanlan, A. E. (2013). Carrier-oriented performance tasks: Effects on students’ interest in chemistry. Asia-Pacific Forum on Science Learning and teaching, 14(2), ar12, 2–23.
- Freeman, S., Eddya, S., McDonougha, M., Smith, M., Okoroafora, N., Jordta, H., & Wenderoth, M.P (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 111 (23), 8410–8415.
- Gafney, L., & Varma-Nelson, P. (2008). Peer-Led Team Learning: Evaluation, dissemination, and institutionalization of a college level initiative (Vol. 16). Springer Science & Business Media.
- Gay, L., Mills, G., & Airasian, P. (2012). Educational research: Competencies for analysis and applications. (10th ed.). Pearson Education, Inc.
- Linton, D. L., Farmer, J. K., & Peterson, E. (2014). Is peer interaction necessary for optimal active learning? CBE—Life Sciences Education, 13(2), 243–252.
- Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objective. (2nd ed.). Sage Publication Company.
- Otero, V., Pollock, S., & Finkelstein, N. (2010). A physics department’s role in preparing physics teachers: The Colorado learning assistant model. American Journal of Physics, 78, 1218–1224.
- Preszler, R. A. (2009). Replacing lecture with peer-led workshops improves student learning. CBE—Life Sciences Education, 8(3), 182–192.
- Sarquis, J. L., & Detchon, J. C. (2004). Peer-Led Team Learning—assessment. The PLTL experience at Miami University. https://cpltl.iupui.edu/doc/sarquis%20and%20De-tchon_2004.pdf
- Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., & Yuan, R. (2005). Introductory biology courses: A framework to support active learning in large enrollment introductory science courses. CBE—Life Sciences Education, 4(2), 143–156.
- Snyder, J. J., Carter, B. E., & Wiles, J. R. (2015). Implementation of the Peer-Led Team-Learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory. CBE—Life Sciences Education, 14(1), 1–6.
- Snyder, J. J., & Wiles, J. R. (2015). Pear-Led Team Learning in introductory biology: Effect on peer leader critical thinking skills. PLOS ONE, 10(1), 1–8. https://doi.org/10.1371/journal.pone.0115084
- Tien, L. T., Roth, V., & Kampmeier, J. A. (2002). Implementation of a Peer-Led Team Learning instructional approach in an undergraduate organic chemistry course. Journal of Research in Science Teaching, 39(7), 606–632.
- Vygotsky, L. S. (1979). El desarrollo de los procesos psicológicos superiores. España.
- Watkins, J., & Mazur, E. (2013). Retaining students in science, technology, engineering, and mathematics (STEM) majors. Journal of College Science Teaching, 42(5), 36–41.