ABSTRACT
Proponents of constructivist teaching within the biological sciences argue that its investigative nature fosters scientific thinking, because it encourages students to engage in a form of inquiry that more closely mimics the scientific method. Investigations into active learning strategies provide convincing evidence of their benefits for the development of higher order thinking skills in undergraduate biology students, which is paramount for developing the mindset of a researcher in the biological sciences. Given the values and practices (experimental, rigorous, evidence-driven inquiry) that biologists and other scientists hold nearest to their heart as they approach their work in the laboratory, it is not surprising that these same values and practices have emerged as the key characteristics of their signature pedagogy, scientific teaching. SoTL evidence overwhelmingly demonstrates that scientific teaching fosters the skills and mindset that not only allow students to succeed in their coursework, but to enjoy it as well.
