Abstract
Strategies and associated philosophical underpinnings that fall under the rubric of “student-centered” or “inquiry-based” aim to help students develop the intellectual maturity needed to become independent, flexible, self-correcting learners able to make sophisticated analyses and reasoned decisions (McNeal and D'Avanzo, 1997 ). While the goals of student-active learning are relatively easy to articulate, the path toward their realization can be a “bumpy road” to navigate for both teacher and learner (Felder and Brent, 1996 ).
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