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While the results of these studies from nearly 20 years ago were very promising, and provide evidence for the efficacy of short-term interventions, the measures used to substantiate learning gains and acceptance levels have not been widely used in evolution education, making it difficult to align these results with most work in evolution education (see Table 1).
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The difference between superficial and deep learning could account for observed differences in learning gains in active-learning STEM classrooms.
Early results show encouraging learning gains.
Significant learning gains were found for each teacher role.
Time and dedication alone do not produce significant learning gains.
Students in the embedded condition showed greater learning gains overall.
Are these learning gains associated with acceptance change?
Learning gains have sometimes been used to evaluate questions.
Are these learning gains associated with acceptance change? 3.
Learning gains presented are simple learning gains (i.e., post-pre) for students who completed their ALEKS final assessment.
How closely associated are learning gains for evolution content knowledge and learning gains for the nature of science (NOS)?
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