Cornell University recommends using an inquiry-based program, where experience is used to build knowledge. Characteristics of such a program include hands-on field work, the investigative process and research projects. Students become more involved in the learning process when they can create their own questions, do their own research and observations, explain their results to their peers and defend their findings. While this program may seem student-driven, there is an overall structure of guidance provided by the teacher.
Students come into the classroom with "a whole set of beliefs that are commonly at odds with what scientists, and their science teachers, know to be true," writes Philip Sadler, the senior lecturer for the Harvard-Smithsonian. He found that middle-school teachers who were better able to predict their students’ wrong answers on standardized tests helped students learn the most. By correcting the mistaken beliefs earlier in the process, teachers can enable students to build a more solid science foundation.
Creating effective projects for students can be time-consuming and require a lot of preparation. The nonprofit organization Science Buddies provides many of the organizational elements for creating science projects. They include grading charts, time-lines, study guides and numerous other resources. Their mission is to help students from all walks of life, at any educational level. The examples reach across the science spectrum, enabling instructors to find projects of interest for just about any student.
Many of the abstract concepts of science can be taught using a method researched by Potsdam University faculty. Active Worlds is a program that allows students to explore worlds that are too small to see in a 3-dimensional world, similar to the video games they may already be used to. By creating an environment and method in which students were comfortable and experienced learning, retention increased. By teaching students in an environment that is less formal than a standard classroom setting, the students had a tendency to instinctively pick up more of the information. Ultimately, the goal is to engage the students, not just try to stuff their heads with facts.