It Is Time To Say What We Mean

Abstract

While there is now general acceptance that active learning and inquiry are desirable, there is much less agreement on what these terms actually mean—and perhaps surprisingly to some, quite contradictory evidence about their efficacy. Similarly, while we might agree that critical thinking is an important outcome, even experts cannot agree what critical thinking is. In this editorial, I argue that it is now time to be more specific about what we mean when we talk about effective pedagogical approaches and the desired outcomes. One approach is to adopt the scientific practices from the Framework for Science Education, which are well described, and by their very nature require that students construct and use their knowledge. If we know what we are looking for, it is easier to recognize and assess it when we see it.