This book offers broad, practical strategies for teaching science and engineering courses and describes how faculty can provide a learning environment that helps students comprehend the nature of science, understand science concepts, and solve problems in science courses. The student-centered approach focuses on two main themes: reflective writing and working in collaborative groups. When faculty incorporate methods into their courses that challenge their students to critically reflect, collaborate, and problem solve, students gain a better understanding of science as a connected structure of concepts rather than as a simple tool kit of assorted practices. Topics include: (1) Reflective writing; (2) Writing to learn; (3) Constructing student knowledge; (4) Selected methods for using collaborative groups; (5) Changing students' epistemologies; (6) Training students to solve problems; and (7) Using technology to aid teaching. Following author information, acknowledgments and author note, the book contains ten chapters: (1) Introduction (Teacher-Centered Learning; Road Map of the Book); (2) Reflective Writing (Freewriting; The Bereiter and Scardamalia Model; Objectives of the Reflective Writing Activity; and How to Do Reflective Writing); (3) Writing-to-Learn (Reflective Write-Pair-Share; The Course Dossier Method; and Hosting an End-of-Semester Conference); (4) Constructing Student Knowledge (Students' Intellectual Development; Student Misconceptions; and Critical Thinking); (5) Collaborative Groups (Team Work and Group Projects; Group Development; Roles for Group Members; and Dealing with Dysfunctional Groups); (6) Selected Methods for Using Collaborative Groups (Conceptual Conflict; Overview of the Conceptual Change Experiment; Jigsaw; The Learning Cell; and Collaborative Concept Mapping); (7) Changing Students' Epistemologies (Constructing an Epistemology); (8) Problem Solving (Solving Problems Using Templates Versus Solutions Using Paradigms; Five-Step Method for Solving Problems; and Problem-Solving Strategies); (9) Methods for Training Students to Solve Problems (Writing Their Way Into the Solution; and Collaborative Problem-Solving Groups); and (10) Using the Computer to Aid Teaching (Computer-Assisted Instruction; and Using the Computer to Manage Laboratories). Each chapter also includes a summary. The book concludes with suggested readings, a bibliography, and an index.