Abstract

The study presents an analysis of student papers at the end of a problem-based course designed to create an active learning environment and encourage a deep approach to learning. It explores the achievement and participation characteristics of students claiming to have “learned nothing” and suggests the impact of student resistance.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 124-140
Launched on MUSE
2010-10-27
Open Access
No
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