ABSTRACT
In recent years, scientists and science educators have advocated that college science classrooms adopt inquiry-based active-learning strategies, even in large lecture-style classes (National Research Council, 1996; Bransford, Brown, & Cocking, 2000). Recent calls for “scientific teaching” (Alberts, 2008; Bonner, 2004; Handelsman et al., 2004) provide further support for implementing research-based teaching methods that make greater use of inquiry and active learning-based teaching. As other chapters in this volume illustrate, Just-in-Time Teaching (JiTT), theoretically grounded in the learning sciences and implemented across a wide variety of disciplines, has been particularly effective at getting students actively involved in the learning process and improving student learning. JiTT is especially valuable at promoting inquiry- based learning in science, technology, engineering, and mathematics (STEM) fields, where it has enjoyed its greatest use.
