Self-directed, iterative learning dramatically improves critical thinking in STEM classes
A self-directed, iterative learning framework used in a first-year physics lab dramatically improved students' critical thinking skills, according to new University of British Columbia (UBC) research.
The framework asks students to compare their experimental data to other students' data or to simplified models, think critically, and then rework the science--on their own.
"In a traditional lab, a student conducts an experiment as instructed and writes it up, often chalking up discrepancies or issues to human error or lousy equipment--then they move on to the next concept," ...




