Support teachers to enact the curricula in ways that will help students develop deep understanding of and connections among concepts.
Thus, biology instruction must be designed to provide practice with formal reasoning in order to help students develop deep, transferable learning of biological concepts like gene expression.
What has become clear through this undertaking is that we, as biochemistry educators, can no longer act as though students develop deep, correct understandings of key concepts in prerequisite courses.
The prevalence and dominance of constructivist views in our sample suggest that preparing and supporting active-learning instructors require creating opportunities for them to reflect on and reject the idea that students can develop deep understanding by "receiving" content as they listen to lectures.
PBL has been shown to help K-12 and university students in a variety of subjects develop deep conceptual learning, problem-solving ability, and self-directed learning ability (Hmelo-Silver, 2004).
Thus, our elementary education students were not being provided the opportunity to develop deep, conceptual understanding of relevant content, nor were they able to observe instruction that applied the recommendations of research findings on how people learn.
Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills.
One objective of increased integration in science instruction is to help students develop deeper and more coherent conceptual frameworks.
We suggest that complementing existing curricula with inexpensive C.R.E.A.T.E.-style courses could be an effective way to help students develop deeper insight into the nature and practices of science.
Rote learning is common, and scientific ideas are often presented as 'inherited facts' without providing enough opportunities for students to develop deeper insights into the reasons for regarding a scientific assumption to be true.
