Active problem-solving confers a deeper understanding of science than does a standard lecture. But some university lecturers are reluctant to change tack.
This is a preview of subscription content, access via your institution
Relevant articles
Open Access articles citing this article.
-
Raising attainment for low-scoring students through quectures: an analysis of achievement and engagement with personalised learning in lectures
International Journal of STEM Education Open Access 28 June 2022
-
Recent trends of microbial decontamination for occupational, industrial and domestic applications
Bulletin of the National Research Centre Open Access 21 March 2022
-
Research in Action—Students’ Perspectives on the Integration of Research Activities in Undergraduate Biomedical Curricula
Medical Science Educator Open Access 18 February 2021
Access options
Subscribe to this journal
Receive 51 print issues and online access
185,98 € per year
only 3,65 € per issue
Buy this article
- Purchase on SpringerLink
- Instant access to the full article PDF.
39,95 €
Prices may be subject to local taxes which are calculated during checkout
References
Freeman, S. et al. Proc. Natl Acad. Sci. USA 111, 8410–8415 (2014).
President's Council of Advisors on Science and Technology. Engage to excel: producing one million additional college graduates with degrees in science, technology, engineering, and mathematics (White House, 2012).
Hake, R. R. Am. J. Phys. 66, 64–74 (1998).
Singer, S. R., Nielsen, N. R. & Schweingruber, H. A. (eds). Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering (National Academies Press, 2012).
Kober, N. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering (National Academies Press, 2015).
Andrews, T. M., Leonard, M. J., Colgrove, C. A. & Kalinowski, S. T. CBE Life Sci. Educ. 10, 394–405 (2011).
Author information
Authors and Affiliations
Related links
Related links
Related links in Nature Research
Reading, writing and high-energy physics 2015-Jul-15
First robust genetic links to depression emerge 2015-Jul-15
University learning: Improve undergraduate science education 2015-Jul-15
The scientist of the future 2015-Jul-15
Lifelong learning: Science professors need leadership training 2015-Jul-15
Why we are teaching science wrong, and how to make it right 2015-Jul-15
The university experiment: Campus as laboratory 2014-Oct-15
Education online: The virtual lab 2013-Jul-17
Online learning: Campus 2.0 2013-Mar-13
Nature special: Building the 21st century scientist
The Secret to Raising Smart Kids
Scientific American collection on learning and the mind
Related external links
National Research Council's Board on Science Education
Center for Scientific Teaching at Yale
The National Academies Summer Institutes on Undergraduate Education
Rights and permissions
About this article
Cite this article
Waldrop, M. Why we are teaching science wrong, and how to make it right. Nature 523, 272–274 (2015). https://doi.org/10.1038/523272a
Published:
Issue date:
DOI: https://doi.org/10.1038/523272a
This article is cited by
-
Raising attainment for low-scoring students through quectures: an analysis of achievement and engagement with personalised learning in lectures
International Journal of STEM Education (2022)
-
Recent trends of microbial decontamination for occupational, industrial and domestic applications
Bulletin of the National Research Centre (2022)
-
Research in Action—Students’ Perspectives on the Integration of Research Activities in Undergraduate Biomedical Curricula
Medical Science Educator (2021)
-
Introducing students to neural communication: an embodied-learning classroom demonstration
npj Science of Learning (2020)
-
Active Learning is About More Than Hands-On: A Mixed-Reality AI System to Support STEM Education
International Journal of Artificial Intelligence in Education (2020)
