Mehmet Karakas


This paper helps instructors reflect on their experiences with teaching introductory science classes. Participants were 17 science professors from five different universities in the northeastern US. Data were collected using qualitative techniques and especially semi-structured interviews. Findings point out the importance of active teaching methods and call for teaching science in labs, use of group work and case studies in teaching science to freshmen students, and giving students critical thinking skills.


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reflective practice, introductory science teaching, science education, higher education, effective teaching, qualitative study

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