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Explicitly teaching the process and nature of scientific research results in considerable learning gains, among science majors and nonmajors alike (Lederman, 1992, 1999; Lombrozo et al., 2008).
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The immigrants did not come from high social stations, but many carried with them considerable learning.
Moreover, a considerable learning effect was identified.
Early results show encouraging learning gains.
Effect sizes for learning gains were negligible for these classes.
Unfortunately, overall learning gains were not reported in this study.
On the cheetah question, learning gains were even lower.
The majority of studies included assessment data showing learning gains.
However, self-reported learning gains are not necessarily correlated with actual learning gains (Falchikov and Boud, 1989).
This allowed us to gauge actual learning gains versus the perceived learning gains that were primarily assessed in the surveys.
In all three semesters, Tech normalized learning gains were lower than Bio normalized learning gains (Table 2).
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com