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.
Details
Type Journal ArticlePub Date 7/1/2018Stock # jcst18_047_06_83Volume 047Issue 06