The power of practice: what students learn from how we teach

摘要

Currently, there is a national focus on improving science education in this country at the K-12 level, as indicated by the publication of numerous reports, standards, and benchmarks (1,2). The science curricula advocated by these reform efforts challenge teachers to get students active in the process of learning science in a way that accurately reflects the way in which science is done (3). Implementation of this type of science education requires more than mere clear explanation of facts.