Scientific Teaching

Scientific teaching encompasses instructional practices that have been demonstrated, through empirical studies by science education researchers, to enhance students' learning and attitudes towards science. The scientific teaching model challenges instructors to approach teaching in a similar way than they approach research: critically think about the strategies to be implemented in the classrooms that will promote student learning and monitor the effectiveness of the chosen strategies through collection and analysis of evidence. 

In our workshops, we will train faculty in the implementation of instructional practices that fit within the scientific teaching model. The instructional practices targeted are presented below. Please click on the link to learn more about each practice.


Handelsman, J.; Ebert-May, D.; Beichner, R.; Bruns, P.; Chang, A.; DeHaan, R.; Gentile, J.; Lauffer, S.; Stewart, J.; Tilghman, S. M.; Wood, W. B., Scientific teaching. Science 2004, 304 (5670), 521-522. (access here)
Miller, S.; Pfund, C.; Pribbenow, C. M.; Handelsman, J., THE PIPELINE Scientific Teaching in Practice. Science 2008, 322 (5906), 1329-1330. (access here)
Handelsman, J., Scientific teaching. W.H. Freeman and Co.: New York, 2006. (access here)