This article describes several techniques to promote active learning in the classroom, like Conceptests, Venn diagrams, and image analysis, and compares classes taught using these with those using traditional lectures. The interactive-lecture students did slightly (2%) better on multiple-choice exams than their traditionally-taught counterparts, and considerably (7%) on exams that required higher-level thinking.
ISSN 1089-9995
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Full Text of the article is available online.
