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dc.date.accessioned 2018-11-22T16:52:55Z
dc.date.available 2018-11-22T16:52:55Z
dc.date.issued 2009
dc.identifier.uri http://sedici.unlp.edu.ar/handle/10915/70907
dc.description.abstract We considered the academic performance of the students of the course in Physiology I during the first semester of the year 2008. We compared the results of expository classes, using different strategies Material and methods: 238 students were examined. Group “A” (119 students); group “B”(119 students). During the course both groups were evaluated three times with the same evaluation instrument. At the end of the semester each group sat for an integrating exam consisting in five open questions. en
dc.language en es
dc.subject enseñanza superior es
dc.subject didáctica es
dc.title Implication of teaching strategies on partial and final integrating examinations en
dc.type Articulo es
sedici.identifier.uri https://www.techscience.com/biocell/v33nSuppl.S/38002/pdf es
sedici.identifier.issn 0327-9545 es
sedici.creator.person Peñalva, María Anahí es
sedici.creator.person Tosti, Sonia Beatriz es
sedici.creator.person Sambartolomeo, Patricia Marta es
sedici.creator.person Cecho, Analía Cristina es
sedici.creator.person Domínguez, Gabriel Ernesto es
sedici.subject.materias Odontología es
sedici.description.fulltext true es
mods.originInfo.place Facultad de Odontología es
sedici.subtype Comunicacion es
sedici.rights.license Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
sedici.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/
sedici.relation.event XXV Annual Scientific Meeting of the Tucumán Biology Association (Tafí del Valle, Tucumán, October 8-10, 2008) es
sedici.description.peerReview peer-review es
sedici.relation.journalTitle Biocell es
sedici.relation.journalVolumeAndIssue vol. 33, suppl. 2 es


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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Excepto donde se diga explícitamente, este item se publica bajo la siguiente licencia Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)