Over a decade of theoretical and empirical research, primarily in K-12 mathematics and science education, makes the case for the benefits of responsive teaching-an approach to instruction that centralizes student thinking. The new research described in this provides quantitative support for the benefits of responsiveness, interrogates how responsive teaching is conceptualized and practiced to support equity, and invites the biology education research community to consider how to make responsive teaching more common at the undergraduate level.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9508925 | PMC |
| http://dx.doi.org/10.1187/cbe.22-03-0064 | DOI Listing |
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