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Rethinking the prerequisite paradigm
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ahern, Holly |
| Copyright Year | 2010 |
| Abstract | Academics who teach upper-level biology courses at tertiary education institutions typically establish prerequisites for their courses, with the anticipation that students will arrive at class prepared with a good understanding of basic concepts of chemistry and biology. Establishing prerequisites serves two purposes: it justifies the omission of ‘previously learned’ material from the curriculum and also permits the assumption that students are prepared to move to higher-level learning domains and tackle conceptually complex topics. |
| Starting Page | 17 |
| Ending Page | 19 |
| Page Count | 3 |
| File Format | PDF HTM / HTML |
| DOI | 10.1071/MA10017 |
| Volume Number | 31 |
| Alternate Webpage(s) | http://microbiology.publish.csiro.au/?act=view_file&file_id=MA10017.pdf |
| Alternate Webpage(s) | https://doi.org/10.1071/MA10017 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
