Promoting evidence-based teaching

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Science  01 Aug 2014:
Vol. 345, Issue 6196, pp. 527-528
DOI: 10.1126/science.345.6196.527-d

Empirical studies of science educational methods illuminate the best practices for getting students to learn. But why don't more science educators use such evidence-based teaching methods in their classrooms? They might not have access to the studies, DeChenne et al. report. The authors examined the role of practitioner-focused, discipline-based education research (DBER) journals in promoting and encouraging postsecondary teachers to adopt laboratory exercises supported by education research. Results showed a missed opportunity: DBER journals publish only a limited number of evidence-based instructional practices.

J. Coll. Sci. Teach. 43, 89 (2014).

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