The Chicago Guide to College Science Teaching. Chicago Guides to Academic Life.

Science concept learning occurs through engagement with modeling, explanation building, argumentation, and other so-called science practices. Scientists are no strangers to using evidence in their research, but in their teaching, too many resist evidence-based practices that are known to successfully address student performance and persistence disparities (M. Stains et al. 2018. McGlynn's guide is smart, thoughtful, and practical, yet it seems suited to a pre-pandemic world long passed, where the glaring inequalities of the world remained unseen, and faculty adoption of evidence-based practices was viewed as a good deed rather than a social and professional responsibility. [Extracted from the article]