1.The efficacy of interactive lecturing for students with diverse science backgrounds

作　　者：Hardy Ernst ;Kay Colthorpe

出　　处：Advances in Physiology Education. 2007 ;31(1):41-44.doi:10.1152/advan.00107.2006

出版社：The American Physiological Society

文章 ID：12005168

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2.A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students

作　　者：Kirsten Zimbardi ;Andrea Bugarcic ;Kay Colthorpe 等

出　　处：Advances in Physiology Education. 2013 ;37(4):303-315.doi:10.1152/advan.00082.2012

出版社：The American Physiological Society

文章 ID：89095551

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3.Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?

作　　者：Louise Ainscough ;Richard Leung ;Kay Colthorpe

出　　处：Advances in Physiology Education. 2020 ;44(1):1-8.doi:10.1152/advan.00065.2019

出版社：The American Physiological Society

文章 ID：253261481

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4.CLIPS (Communication Learning in Practice for Scientists): A New Online Resource Leverages Assessment to Help Students and Academics Improve Science Communication

作　　者：Susan Rowland ;James Hardy ;Kay Colthorpe 等

出　　处：Journal of Microbiology and Biology Education. 2018 ;19(1):1-4.doi:10.1128/jmbe.v19i1.1466

出版社：American Society for Microbiology

文章 ID：221350874

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5.Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

作　　者：Kay Colthorpe ;Xuebin Chen ;Kirsten Zimbardi

出　　处：Journal of Learning Design. 2014 ;7(2):105.doi:10.5204/jld.v7i2.198

出版社：Queensland University of Technology

文章 ID：264524231

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6.Assessing students’ ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course

作　　者：Kay Colthorpe ;Hyab Mehari Abraha ;Kirsten Zimbardi 等

出　　处：Advances in Physiology Education. 2017 ;41(1):154-162.doi:10.1152/advan.00118.2016

出版社：The American Physiological Society

文章 ID：191657897

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	Hsiao-Jou Cortina Chen	1篇
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