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When Learning and Change Collide: Examining Student Claims to Have “Learned Nothing”
- The Journal of General Education
- Penn State University Press
- Volume 59, Number 2, 2010
- pp. 124-140
- 10.1353/jge.2010.0007
- Article
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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.