"The terminological proliferation in the area of science education is daunting. It includes such “approaches” as: constructivism, explicit instruction, Piagetian approach, inquiry science, direct instruction, adaptive instruction, student-centered instruction, authentic instruction, hands-on instruction, didactic instruction, drill and kill, minds-on instruction, etc. However, these imprecise slogans convey little of substance because they are so loosely and multiply defined and interpreted. Specifying a “Newtonian approach” does not get you very far on the journey to Mars. Only a determined and consistent effort to better define instructional methods will ensure advances in the Education Sciences."
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