Research and Teaching: Observable Features of Active Science Education Practices

Although research findings support elevated learning outcomes for students who engage in active science learning, faculty members are still resistant to using these practices. In this article the authors describe the observable features found in 17 evidence-based, active science instructional practices to address the discrepancy between the effectiveness of these practices and instructors’ willingness to use them.

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Type Journal ArticlePub Date 7/1/2018Volume 047Issue 06

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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