A theoretical background on a successful implementation of Lecture-Tutorials

dc.contributor.author	Brogt, E.
dc.date.accessioned	2014-02-13T21:02:57Z
dc.date.available	2014-02-13T21:02:57Z
dc.date.issued	2007	en
dc.description.abstract	The curricular and pedagogical properties of Lecture-Tutorials for Introductory Astronomy are discussed. These properties are combined with aspects of the Eccles et al. concept of subjective task value to create an interpretive framework for a successful implementation of Lecture-Tutorials at the classroom level.	en
dc.identifier.citation	Brogt, E. (2007) A theoretical background on a successful implementation of Lecture-Tutorials. Astronomy Education Review, 6(1), pp. 50-58.	en
dc.identifier.doi	https://doi.org/10.3847/AER2007005
dc.identifier.uri	http://hdl.handle.net/10092/8875
dc.language.iso	en
dc.publisher	University of Canterbury. University Centre for Teaching and Learning	en
dc.publisher	University of Canterbury. AVC Research Office	en
dc.rights.uri	https://hdl.handle.net/10092/17651	en
dc.subject.anzsrc	Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130212 - Science, Technology and Engineering Curriculum and Pedagogy	en
dc.subject.anzsrc	Fields of Research::39 - Education::3903 - Education systems::390303 - Higher education	en
dc.title	A theoretical background on a successful implementation of Lecture-Tutorials	en
dc.type	Journal Article

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