Document Type
Article
Publication Date
Spring 2009
Publication Source
Science Educator
Abstract
This study examined the impact of peer-led team learning (PLTL) on critical thinking gains in science and math courses at a research university in the Pacific Northwest.
Inclusive pages
29-39
ISBN/ISSN
1094-3277
Document Version
Published Version
Publisher
National Science Education Leadership Association
Volume
18
Issue
1
Peer Reviewed
yes
eCommons Citation
Quitadamo, Ian J.; Brahler, C. Jayne; and Crouch, Gregory J., "Peer-led Team Learning: A Prospective Method for Increasing Critical Thinking in Undergraduate Science Courses" (2009). Physical Therapy Faculty Publications. 45.
https://ecommons.udayton.edu/dpt_fac_pub/45
Included in
Biomechanics Commons, Musculoskeletal System Commons, Orthopedics Commons, Sports Sciences Commons, Therapeutics Commons
