Why we are teaching science wrong, and how to make it right

Active problem-solving confers a deeper understanding of science than does a standard lecture. But some university lecturers are reluctant to change tack.

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Bibliographic Details
Published in:Nature (London) Vol. 523; no. 7560; pp. 272 - 274
Main Author: Waldrop, M. Mitchell
Format: Journal Article
Language:English
Published: London Nature Publishing Group UK 16.07.2015
Subjects:
706/648/264
706/689/160
Faculty - standards
Humanities and Social Sciences
Humans
Motivation
multidisciplinary
news-feature
Problem-Based Learning - methods
Problem-Based Learning - trends
Science
Science (multidisciplinary)
Science - education
Students - psychology
Universities
ISSN:0028-0836, 1476-4687, 1476-4687
Online Access:Get full text
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Description
Summary:Active problem-solving confers a deeper understanding of science than does a standard lecture. But some university lecturers are reluctant to change tack.
Bibliography:content type line 23
SourceType-Scholarly Journals-1
ObjectType-News-1
ISSN:0028-0836
1476-4687
1476-4687
DOI:10.1038/523272a