Peer-Led Team Learning: A Prospective Method for Increasing Critical Thinking in Undergraduate Science Courses

Authors

Ian J. Quitadamo, Central Washington UniversityFollow
C. Jayne Brahler, University of Dayton
Gregory J. Crouch, Washington State University

Document Type

Article

Department or Administrative Unit

Biological Sciences

Publication Date

Spring 2009

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.

Comments

This article was originally published in Science Educator. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Recommended Citation

Quatadamo, I. J., Brahler, C. J., & Crouch, G. J. (2009). Peer-led Team Learning: A Prospective Method for Increasing Critical Thinking in Undergraduate Science Courses. Science Educator, 18(1), 29-39.

Journal

Science Educator