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

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  • M. Mitchell Waldrop

    (M. Mitchell Waldrop is a features editor for Nature in Washington DC.)

Abstract

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

Suggested Citation

  • M. Mitchell Waldrop, 2015. "Why we are teaching science wrong, and how to make it right," Nature, Nature, vol. 523(7560), pages 272-274, July.
    • Handle: RePEc:nat:nature:v:523:y:2015:i:7560:d:10.1038_523272a
    DOI: 10.1038/523272a
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    Cited by:

    1. Leonardo M. R. Ferreira & Giovanni A. Carosso & Natalia Montellano Duran & Soad V. Bohorquez-Massud & Gustavo Vaca-Diez & Laura Ines Rivera-Betancourt & Yara Rodriguez & Dalila G. Ordonez & Diana K. A, 2019. "Effective participatory science education in a diverse Latin American population," Palgrave Communications, Palgrave Macmillan, vol. 5(1), pages 1-18, December.
    2. Lee Frankel-Goldwater, 2022. "Social Responsibility and the World of Nature: an interdisciplinary environmental studies course for inspiring whole system thinking and environmental citizenship," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(1), pages 114-132, March.

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