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A Familiar(ity) Problem: Assessing the Impact of Prerequisites and Content Familiarity on Student Learning

Justin F Shaffer1, Jennifer V Dang2, Amanda K Lee2

  • 1Department of Developmental and Cell Biology, University of California Irvine, Irvine, California, United States of America.

Plos One
|January 30, 2016
PubMed
Summary

Prerequisite courses in STEM do not always improve later learning. A new familiarity scale shows that only deeply covered topics significantly boost student performance, suggesting curriculum review.

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