Why We Are Teaching Science Wrong, and How to Make It Right
A diverse range of methods have been sweeping through the world’s undergraduate science classes. Some are complex, immersive exercises similar to Tobin’s. But there are also team-based exercises on smaller problems, as well as simple, carefully tailored questions that students in a crowded lecture hall might respond to through hand-held ‘clicker’ devices. What the methods share is an outcome confirmed in hundreds of empirical studies: students gain a much deeper understanding of science when they actively grapple with questions than when they passively listen to answers.