Sentence examples similar to active teaching approaches from inspiring English sources

For instance, Michael (2006) reminds us that underlying student misconceptions about biological concepts are alternative conceptions about chemistry and physics (see also Hartley et al., 2012), making design of effective active-teaching approaches to improve conceptual understanding in biology especially challenging.

For example, the STEM Task Force Report (2014) adopts the view that STEM education is far more than a "convenient integration" of its four disciplines, rather it encompasses "real-world, problem-based learning" that links the disciplines "through cohesive and active teaching and learning approaches" (p. 9).

The STEM Taskforce Report (2014) illustrates this point further, adopting the strong view that STEM education is far more than a "convenient integration" of its four disciplines, rather, it encompasses "real-world, problem-based learning" that integrates the disciplines "through cohesive and active teaching and learning approaches" (p. 9).

These researchers found no association between learning gains concerning natural selection and active-teaching pedagogy and conclude that some faculty members superficially apply active-teaching approaches but do not understand constructivist foundations for this pedagogy.

Research shows that combining diagnostic questions with active-teaching approaches has the potential to improve students' understanding and reasoning (Hestenes, 1998; Nehm and Reilly, 2007) and provides a validated way to measure the effectiveness of activities targeted at specific learning objectives.

Similar findings of student concern over instructor expectations have been reported in other cases where active learning exercises have replaced more classical teaching approaches (e.g., Walker et al. 2008).

Active learning has been deployed in a number of education studies, however a framework describing the learning dynamics is typically not described; the development of a learning ecosystem framework to support active learning, will allow us to better understand and further develop teaching approaches enhancing students' dynamics and needs.

This emphasis reflects general acceptance that active teaching helps students learn biology more effectively than passive, lecture-based approaches.