Active Learning Experiences

Estimated time to complete: 100 minutes

Module Learning Objectives

By the end of this module, you will be able to...

Define Active Learning Experiences.
Argue for the use of active learning experiences to support students in learning the six facets of science and to create an inclusive learning environment.
Engage students in some or all of the six facets of science in your course using a variety of active learning experiences.
Integrate active learning experiences into your course design by aligning them with the learning objectives.

Active Learning Experiences Defined

Illustration of Active Learning Experiences. Three circles overlap: Active Learning, Formative Assessment, and Inclusive Learning. Where they overlap is Learning Experiences.

Active learning experiences manifest curricular intentions while bringing the facets of science to life. They encompass:

All the opportunities students have to engage in learning science.
The factors that influence those opportunities.
Active learning experiences leverage what we know about how learning works to appropriately scaffold learning.

Active learning experiences include any in-class interactions (such as questions, groupwork, quizzes, exams, experiments for field work) and out-of-class assignments (such as pre-class readings or post-class homework).

Active learning experiences leverage what we know about how learning works to appropriately scaffold learning. In this course, we use the term 'learning experiences' to emphasize the student’s active engagement in the learning process, rather than an instructor-centered approach focused solely on content delivery. A learner- and learning-centered mindset also considers how inclusive an experience is. In the next section, we will explore what we mean by active learning in our active learning experiences.

Active Learning

Surprisingly, given its long history, there is not a consistent definition of active learning in education literature. So, before we delve into how to develop and execute an active learning approach, let’s start by creating your own working definition of this concept: What does active learning mean to you?

Define Active Learning

How do you define active learning? Write this down before revealing published examples below.

Click to show published examples

“...instructional activities involving students in doing things and thinking about what they are doing.” (Bonwell and Eison, 1991)
“Active learning simply means getting involved with the information presented - really thinking about it (analyzing, synthesizing, evaluating) rather than just passively receiving it and memorizing it.” (King, 1993)
“Active learning implies that students are engaged in their own learning. Active teaching strategies have students do something other than take notes or follow directions, placing the responsibility for learning squarely on their shoulders. As they participate in activities that involve group learning, problem solving, or inquiry-based learning, students construct new knowledge and build new scientific skills.” (Handelsman et al., 2007)
“Active learning engages students in the process of learning through activities and/or discussions in class, as opposed to passively listening to an expert.” (Freeman et al., 2014)

How were the published definitions similar to or different from your definition?

Were the differences between published active learning definitions surprising or enlightening?

Rethink your working definition of active learning to include any new insights or nuances that you have gained.

While active learning is a broad concept that encompasses a variety of techniques, the common feature of any definition is that students are cognitively engaged.

Multiple Ways to Be Active: The ICAP Model

The ICAP model provides categories to better understand active learning. It classifies student engagement into four modes: interactive, constructive, active, and passive (Chi and Wylie, 2014):

Table 1. ICAP Model

Interactive	Learners engage in social discourse and co-construct knowledge
Constructive	Learners generate their own understanding of the material
Active	Learners participate in some form of hands-on activity or engage in a task
Passive	Learners receive information without actively participating in the learning process

Each mode is defined by the level of cognitive demand and type of learning activity. Additionally, the ICAP framework suggests that higher levels of engagement (constructive and interactive) lead to better learning outcomes than lower levels (passive and active) because they involve more complex cognitive processing.

In scientific teaching, we use active learning experiences to encompasses active, interactive, and constructive modes of engagement, in contrast to passive engagement.

ICAP Matching

Match each of the following activity descriptions with the appropriate ICAP category: interactive, constructive, active, or passive.

Completing worksheets, solving problems, or participating in discussions
Group discussions, collaborative projects, or peer teaching
Listening to lectures, watching demonstrations, or reading instructional materials
Generating explanations, creating concept maps, or engaging in problem-solving tasks

Click here to show the answer

Interactive:

Group discussions, collaborative projects, or peer teaching

Constructive:

Generating explanations, creating concept maps, or engaging in problem-solving tasks

Active:

Completing worksheets, solving problems, or participating in discussions

Passive:

Listening to lectures, watching demonstrations, or reading instructional materials

Reflection: ICAP

Call to mind a course you are teaching, have taught, or are planning to teach.

Based on the above descriptions of the ICAP modes of engagement (Table 1), which modes do you currently use most often in your course? Which modes could be expanded further in your course?

Formative Assessment

Assessment is automatically active because the students must do something to assess themselves or be assessed (Handelsman et al., 2007).

Ongoing feedback is one of the most reliable ways to foster learning gains (Black and Wiliam, 1998). Formative assessment is defined as the suite of ongoing activities that enable students and instructors to monitor progress toward learning objectives, providing a mechanism for continuous improvement. For example, formative assessment can take place during discussions of different ideas during a group activity, or when students answer a polling question, discuss their answers, and then explain their reasoning back to the whole class. In contrast, summative assessment involves the evaluations done at the end of a learning experience, such as an exam or lab report. We will discuss summative assessments separately in the Summative Assessment module.

Formative assessment builds on active learning and connects directly to learning principles: as students apply new knowledge and practice new skills, they have the opportunity to think critically about their progress toward understanding and competency. In other words, formative assessment encourages students to think metacognitively.

Formative assessment provides a unique opportunity for feedback, which can take various forms. This may include self-assessment using a rubric, peer review with guidelines for constructive feedback, or instructor-led commentary. Importantly, formative assessment is often not tied to grades, which allows students to focus on the process of learning rather than whether their answer is correct.

The relationship between active learning and formative assessment is nearly inseparable. The act of performing a task provides feedback to the individual, enabling them to gauge their progress.

For example, when asked to interpret a graph as part of a learning activity, students reveal to themselves their ability to extract and analyze information, allowing them to make real-time adjustments to their study approaches. Likewise, active learning provides feedback to the instructor about how students are progressing toward the learning objectives, thereby providing useful data about where course corrections or additional information could better support students.

Reflection: Formative Assessment

Call to mind a course you are teaching, have taught, or are planning to teach.

How does your course use formative assessment? Where is there room for improvement?

Why Active Learning Experiences?

Active learning experiences lead to better learning outcomes. Two decades of studies have shown that active-learning environments lead to better outcomes for STEM students, with additional positive benefits for students from historically excluded communities (HEC). For example, a meta-analysis of 200 published papers comparing student outcomes in matched courses found that students in active courses consistently performed half a standard deviation higher than those in passive classes (Freeman et al., 2014). Likewise, a survey of nearly 1,000 students who experienced active learning more often reported higher learning gains and improvements in collaborative skills. (Reilly and Reeves, 2024). Another study found that polling questions that challenged students to think critically and solve problems collaboratively led to improved learning gains—and more questions correlated with higher gains (Smith et al., 2009; Smith et al., 2011).

Failure rates also illuminate a stark contrast between courses taught with an active vs. traditional (passive) approach. Students in active STEM courses can see a 10% lower failure rate than those in passive courses (Freeman et al., 2014).

Active learning is an equitable practice. The positive benefits of active learning disproportionately affect STEM students from HECs, closing the gap between majority and minority students. A meta-analysis of 41 published papers showed that active courses led to a 33% reduction in exam score gaps between majority and minority students, and a 45% reduction in the gap for failure rates (Theobald et al., 2020).

Active learning leverages how learning works. Active learning taps into metacognition, which engages students in reflecting on their learning and encouraging them to adjust their approach if needed. Active learning helps students connect new information to their existing knowledge and experiences, making it more meaningful and memorable. It fosters a growth mindset and makes space to evaluate options and make informed decisions (Ambrose, 2010; Bonwell and Eison, 1991; Chi and Wylie, 2014).

Active learning models the facets of science. Active learning allows for opportunities to practice the facets of science, making space to troubleshoot, evaluate options, and make informed decisions based on evidence and data. Activities that reflect scientific ways of thinking fit well into active learning formats, such as generating hypotheses, designing experiments, and analyzing data (Evans et al., 2021; Hanauer et al., 2017; Jordan et al., 2014; Lopatto et al., 2008; Olson et al., 2019; Shaffer et al., 2014; Waddell et al., 2021).

Persuading Colleagues

The literature on active learning argues that its implementation leads to improved learning gains, lower failure rates, and reduced achievement gaps.

Reflect on the following three arguments. Which do you think would most persuade your colleagues and why? How would you strengthen the argument?

When students are actively involved in the learning process, they are more likely to retain and transfer the science skills they gain to new contexts. This is because active learning can provide targeted practice with the type of thinking and approaches that are hallmarks of science and discovery.
Active learning helps close the opportunity gap between students who belong to groups that have been historically excluded from and included in science. By providing opportunities for students to practice higher-order cognitive skills, active learning can support students in achieving the learning goals and belonging in STEM.
Active learning strategies are designed to engage students in the learning process. By encouraging students to reflect on their understanding, active learning can increase student independence and growth mindset, leading to positive learning outcomes and STEM persistence.

A Framework for Active Learning Experiences

To summarize, above we identified that effective active learning experiences are made up of three components: active learning, formative assessment, and inclusive learning. This becomes our framework for learning experiences.

Active learning experiences $=$ active learning $+$ formative assessment $+$ inclusive learning

Active Learning Experiences in Practice

Let’s look at a common instructional strategy as an example of how to leverage the learning experiences framework: think-pair-share. Then, you will think through a different instructional strategy in a similar way on your own.

Think-pair-share is a flexible activity that can be adapted to almost any teaching situation. It has three steps:

Students think (or write) individually in response to a problem or question,
discuss their ideas and answers in pairs, and then
share their answers with the rest of the class or the instructor.

A think-pair-share engages students in a cognitive task that requires them to call on prior knowledge and evaluate what they know as they first share with another and then with the whole class. This allows time for individual reflection and everyone's voice to be heard before the final whole class interaction. We will explore how a Think-Pair-Share embodies the three components of an active learning activity in Table 2, below.

Table 2. Think-Pair-Share Exploration

	Think	Pair	Share
Active Learning	Students reflect on their prior knowledge and experiences which activates their existing knowledge and helps them to make connections to what they already know. Even if their prior knowledge is incomplete or inaccurate, students can identify and question their own understanding.	While sharing thoughts with their partner, students may encounter conflicting ideas that challenge their existing understanding. Peer-to-peer dialogue allows students to discuss and reconcile any differences in their understanding.	When sharing with the whole class, students are exposed to a broader set of ideas that may reinforce their corrent prior knowledge or allow them so see that others may share their inaccurate preconceptions. Throughout the activity, students integrate new information with their existing knowledge, form new connections between ideas, and develop a deeper understanding of the topic. Knowledge construction is reinforced through the social interaction and feedback provided by their partner.
Formative Assessment	As students bring their prior knowledge to bear on the topic, they evaluate their understanding and practice metacognition: What do I already know? How do the pieces fit together?	Students compare and contrast their ideas with another student which allows them to evaluate whether they need to adjust their ideas to be more complete or accurate.	Students are exposed to a broader set of ideas against which to compare and contrast their own. For the instructor, this provides a window into the students’ thinking that reveals whether they understand the material. As such, student responses, performance, and engagement become valuable indicators for assessing progress toward the learning objectives.
Inclusive Learning	Since people process information at different speeds, the think stage allows students the necessary time to reflect, formulate their thoughts, and even write out their answers.	Sharing with the whole class can be overwhelming for some students. With a partner, they practice explaining their thinking, which prepares them for sharing responses with the class. And the best part? Everyone’s voice gets heard even if only in a pair.	Ultimately, hearing from a subset of the whole class, expands the diversity of perspectives to which a student is exposed. On the whole, Think-Pair-Share activities foster a growth mindset by breaking down complicated processes into bite-sized, achievable steps, providing time to practice new skills and work with new information. It allows for mistakes and misconceptions to emerge, with time to safely deliberate and decide whether to adjust ideas or tactics.

The first step (thinking) gives students time to evaluate their understanding of the topic and therefore requires them to be metacognitive: What do I already know? How do the pieces fit together?

The later steps (pairing and sharing) require students to compare and contrast their ideas with other students’ and evaluate whether they need to adjust their ideas to be more complete or accurate.

From the instructor perspective, consider how think-pair-share acts as a window into the students’ thinking that helps you understand whether they understand the material. How well do student responses align with what you expected/hoped they would think? What questions do their responses reveal? The student responses, performance, and engagement become valuable indicators for assessing progress toward the learning objectives.

The structure of a think-pair-share supports inclusive learning in several ways. Because everyone processes information at different speeds, posing a problem as a think-pair-share allows students the necessary time to reflect, formulate their thoughts, and even write out their answers. Moreover, sharing with the whole class can be overwhelming for some students. With a partner, they practice explaining their thinking, which prepares them for sharing responses with the class. And the best part? Everyone’s voice gets heard (even if only in a pair), and everyone hears different perspectives.

A think-pair-share also fosters a growth mindset. It breaks down complicated processes into bite-sized, achievable steps, providing time to practice new skills and work with new information. It allows for mistakes and misconceptions to emerge, with time to safely deliberate and decide whether to adjust ideas or tactics.

Invite students to share in a way that makes it clear you’re opening up the conversation, rather than looking for a particular answer on the first try (Waugh and Andrews, 2020). For example, ask, “Can you get us started with an answer?”
Survey the class early in the term to find out who is willing to share their thoughts with the class and who prefers not to (Cooper et al., 2021).
Randomize the list of students to call on to prevent biasing responses to those who are fast at processing information or confident speaking in large groups—and to whom other students may defer even if they are incorrect (Theobald et al., 2017).

A think-pair-share activity can break down the facets of science into smaller parts, giving students the opportunity to practice various important skills in their STEM discipline. A think-pair-share activity is also an opportunity to show relevance to the discipline and connect the content to an authentic scientific context. For example, in a math or computer science class, students might practice summarizing data, debug a few lines of data, or apply mathematical formulas. In a chemistry course, they might examine the limitations of data, select appropriate reagents for an experiment, or troubleshoot experimental hurdles. In an engineering course, students could determine what information is relevant and propose which computer program or device could solve the problem. In a biology class, they might critique experimental designs, identify appropriate controls and treatments, draw conclusions based on evidence, or ask questions about the natural world, public health, or whatever content is relevant to that course.

Creating a Think-Pair-Share requires thinking like a designer, so leverage backward design and start with learning objectives. Then move on to design considerations about inclusion, accessibility, and the practicalities of classroom management, such as:

Start by leveraging backward design and considering your learning goals and objectives.

Which Learning objective(s) does your think pair share align with?
What prior knowledge are you assuming or expecting students to draw on?

Then, move on to design considerations related to activity structure, inclusion, and evaluation, such as:

Does every student need to share their response, or will a few sample responses be sufficient?
When will the sharing happen? Immediately following the think-pair? At the end of class? After class?
How will the sharing happen? Verbally in class? Through an electronic polling or learning management system that collects and displays responses instantaneously? On the learning management system discussion board? Through a written “exit ticket” or “one-minute essay”? (Note: Index cards are great for these.)
Will there be a follow up activity after the share-out? For example, if the class was split on the response to the original prompt, what additional information or hints could be provided for a second think-pair-share? Would the prompt be the same, or would it change?
Will they be graded? If so, on participation, content, creativity, or something else?
If students express misconceptions or inaccurate information, how will that be addressed?

Your design decisions will depend on your specific context amd commitments. However, intentionally considering these decisions for all activities will help you to create more effective and inclusive active learning experiences.

Review the following list of active learning strategies, which has been compiled from multiple sources (Tanner, 2013). Consider how each technique actively engages students, provides feedback for both learners and instructors.

Case-based learning: Students solve an open-ended, real-world situation that requires critical thinking and problem-solving. They make decisions based on the case description and their prior knowledge, thinking beyond the context of the case and consider the broader impacts of their decisions.
Concept mapping: Starting with a central idea or concept, students generate related ideas, words, and phrases. They use arrows with short descriptions to connect concepts and create a visual web of relationships, then explain it to each other or the instructor.
Decision making: Students take on the role as policy-makers and are presented with a scenario or problem. They must gather information, think critically about their options, and develop a creative solution.
Discussion forums: Students participate in an online discussion forum/board on their learning management platform. Students take turns posing questions and responding to posts.
Polling: Students respond to questions or polls using a “clicker” or their personal devices. Results are displayed in real-time, which allows students to see their peers’ answers, discuss, or reflect.
Exit tickets: Students submit something before leaving class, such as work from an in-class activity like drawings, concept maps, or written responses from a think-pair-share.
Group problem solving: In pairs or small groups, students solve a problem or scenario. Each group then shares their findings with the class.
Jigsaw: Each group of students works on a particular topic (a “puzzle piece”) that is different from all the other groups. Each group member becomes an “expert” on their topic. Students are then re-distributed into new groups in which each expert shares their knowledge with other group members, completing a “jigsaw puzzle.”
Muddiest Point: This version of an “exit ticket” that asks students to write one question they have or to list a point they still don’t understand.
One-minute writes: With one minute to respond, students reflect, think critically, or brainstorm in response to a question or prompt. These can be collected as “exit tickets.”
Problem-based learning: Students address a complex and real-life question that has a specific goal. They work in teams to assess the problem, research more information, and devise a solution.
Quizzes: Students complete short, frequent assessments that can gauge prior knowledge, preparedness for class, or understanding of the week’s lessons.
Equitable call: Students are randomly selected to participate in activities, answer questions, or share their thoughts. This can be done in various ways: create a roster that lists students’ names in a random order, pick names from a bucket, distribute tokens such as playing cards and randomly draw cards. Note: Pairing this with a think-pair-share can make this activity more equitable and just.
Self-reflection/journaling: Students keep a journal of their learning to reflect on their progress, noting what they’ve understood and what they need to improve.
Strip sequence: Students receive the steps (written, pictorially, or both) to a process on strips of paper that are jumbled. Then have students put the strips in chronological order.

Any active learning technique can serve as a formative assessment for students, even without direct instructor involvement. Techniques that involve self-reflection, self-testing, or problem-solving with peers support student learning, regardless of whether their work is graded or reviewed by an instructor.

Beyond Think-Pair-Share: Now You Try!

Call to mind a course you are teaching, have taught, or are planning to teach.

Select one of the active learning strategies listed above.

How could the chosen strategy help students activate prior knowledge, recognize dissonance, construct new knowledge, and practice and apply knowledge in your course?

How could the chosen strategy provide formative assessments in your course, from both the student and instructor perspectives?

What inclusivity and equity challenges might arise with this strategy? How could you modify or combine it with others to address these challenges?

How could the chosen strategy advance one or more of the facets of science in your course?

What additional considerations are relevant for your unique course context? are there modifications that might make the strategy more effective?

STEM Examples of Active Learning Experiences

To encourage students to think and act like scientists, active learning experiences should leverage the six facets of science. This can be achieved by incorporating elements of these facets into existing activities. Below are some examples for each facet of science. In the table below, the passive examples illustrate what an instructor would say (for example, in a lecture), and the active examples show what students would do to actively engage in the same content as they practice the facets of science.

Table 3. Passive vs. Active Facets of Science

	Passive class	Active class
Scientific practices	Wolves hunt deer, deer eat vegetation, and vegetation holds river banks in place. When wolves are removed from an ecosystem, rivers are more likely to change their course and flood. The chromatography results showed that the secondary metabolite produced was a biopolymer. The difference between the bedrock in northern Wisconsin and southwestern Wisconsin is due to glaciation. In temperate climates, influenza-like illnesses (ILI) tend to increase during the winter months due to people being in close proximity while indoors and less humidity. The ideal gas law holds that $PV = nRT$.	Generate a hypothesis about the relationship between the presence of wolves, deer, vegetation, and the course of a river. Design an experiment to determine the molecular structure of a secondary metabolite using LCMS. Compare and contrast the difference in geological landscapes between northern and southwestern Wisconsin. Summarize the seasonal county data regarding influenza-like illnesses (ILI) for the past ten years. What trends are evident with respect to race, gender, and socioeconomic status? Design an experiment in which you test the relationships in the ideal gas law. In each step, what variable(s) do you change? Which do you keep constant? What result do you expect?
Iteration	You must do at least three replicates of your experiments. Scientists must be careful and precise. A false positive band means the wrong primers were used or the master mix was contaminated. In each of the following ideal gas law equations, solve for the unknown.	Calculate statistical significance of the results. Are they statistically significant? Were the differences due to lack of iteration or no difference between samples? Evaluate if the results are real or due to experimental error. What factors might have contributed to the false positive band from this PCR and gel electrophoresis? Here are experimental data about how pressure changes with respect to volume as water heats up. How can you use the standard error to evaluate the precision of the experiments?
Discovery	In oligotrphic (nutrient-poor) lakes, the Secchi depth is high and algae content is low. In eutrophic (nutrient-rich) lakes, it is the opposite. Squirrels are ubiquitous in temperate climates. Nesting and feeding behaviors change seasonally. Cheek and skin cells have the same organelles, but cheek cells have less rigid membranes and therefore can appear more misshapen and are easier to stain. The Ho-Chunk people moved around with the seasons to find food and other resources, such as berries, buffalo, and beaver. White settlers from European decent relied on agricultural practices that stay in one location.	Test the pH, Secchi depth, and algae content of lake water at 2 locations. Compare and contrast. Track squirrels at one location daily for 1 month. Write a report on their nesting and feeding habits. Stain your own cheek and skin cells. View under the microscope. Compare and contrast the main cell structures. Examine differences in land uses between the Indigenous people of this area with the current uses.
Ownership	Sustainable soil practices include rotating crops, not tilling, and planting strips of native prairie plants with deep roots. Nutrition information labels provide information about caloric content, serving size, ingredients, and nutrient composition. The names of more than 400 stars have been formally approved in modern times. However, most of those names have been used for centuries. The pressure in steam engines used to power trains. However, that mode of transportation generated a lot of pollution, because burning coal was used to generate heat.	Propose three sustainable agricultural practices that would improve the health of the soil in your backyard or a neighborhood park/community garden. Select a topic for your term paper that proposes how you could improve your own health based on the information you learned in this class. Include metrics to gauge progress. Select an unnamed star. Give it a name based on its qualities and write a blog post about it. Upload the name to the NameAStar.com database. Use the ideal gas law to design a power plant. How would you generate pressure sustainably? What sustainably materials could you use to sustain the high pressures you are creating?
Authenticity	The BLAST analysis showed a 95% confidence that this organism is a pseudomonad. Complementary base pairing is the key to the mechanism for DNA replication. The relationship between the gut microbiome and mental health is complicated. However, recent advances in research allow us to detect differences in microbial communities. The ideal gas law is the combination of Charles's Law, Boyle's Law, Avogadro's Law, and Gay-Lussac's Law.	Select three genomes from GenBank. Query the sequences by using a BLAST analysis. Then, extract your own genome and send it in for sequencing followed by a BLAST analysis. What do you know about the structure of DNA that suggests a mechanism for replication? What information can be gleaned from these x-ray crystallography images taken by Rosalind Franklin? Design an experiment to test the relationship between meditation and gut microbiome. How would you ensure equitable representation of demographic groups within the research subjects? Use 1 mole of baking soda and 1 mole of HCl to produce 1 mole of CO2 ($n$). Assuming it behaves as an ideal gas, devise an experiment to measure volume ($V$) of gas produced. What other info do you need to know to be able to determine the ideal gas constant?
Relevance	Genetically modified organisms include a piece of another organism’s genome. Usually this means a piece of DNA has been spliced from the donor into the host organism. Sustainability happens at all levels: individual choices and behaviors, local community norms and societal pressures, and regional or national policies and regulations. The soil in this area tends to be clay or loam. North of here, the soils tend to be sandy and therefore well-drained. When we make tea, the volume in the tea kettle stays constant, but the temperature increases. This builds pressure in the kettle. Eventually, the water vapor (a gas) makes the kettle whistle.	What are the ethical and ecological considerations for genetically modified organisms? Based on what you learned in class, recommend a set of at-home sustainability techniques that you could present at the regional sustainability expo next month. Include only low- or no-cost methods that anyone could use at home. Collect a soil sample in your neighborhood. Characterize the soil type, pH, and water content using the USDA soil taxonomy. Contribute the data to the MappingWorldSoils.com project. Suppose you're making a cup of tea. How is the ideal gas law represented in this process? What other every-day activities in your life rely on the properties of the ideal gas law?

Design an Active Learning Experience

Call to mind a course you are teaching, have taught, or are planning to teach.

In the Course Design module, we asked you to imagine the third week/day for your course and some learning objectives for that moment in time. What were the objectives you came up with then?

Select one of those objectives, then design an activity that embodies active learning experiences. Briefly describe your design.

How will the activity:

Promote learning the facets of science?
Engage students in their learning?
Provide feedback to the students?
Provide feedback to the instructor?
Be inclusive?

Summary of Active Learning Experiences

Active learning experiences engage students in learner-focused, cognitive tasks that allow for real-time feedback and adjustments.
Active learning approaches lead to improved student learning, collaborative skills, and persistence in science.
When students engage in cognitively demanding activities that incorporate science practices, they are more likely to deepen their understanding of both the concepts and the practices.

Takeaways from Active Learning Experiences

Identify two key takeaways that resonate most with you after completing this module.