Even veteran educators are putting research into practice and testing the merits of inquiry-based approaches to learning versus lecture-style teaching.  At George Washington University, for example, physics professor William Briscoe — a professor for 35 years — took an apprehensive leap into inquiry learning, using small group discussions and hands-on activities to teach his introductory physics class.  He noticed that the average grade students in that class received on the first test he administered were 10% higher than those of students in his lecture courses.
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