Exemplary Science Teaching in AP Classrooms: Engaging Students Through Inquiry and Application

In Advanced Placement (AP) science courses, the fast-paced curriculum is often dominated by unit tests and practice free-response questions (FRQs). With such a rigorous curriculum, the framework of AP programs frequently encourages a “teaching to the test” mentality, where teachers focus on preparing students for exams instead of fostering the intellectual exploration essential for learning (Lee). Exemplary teaching goes beyond traditional lectures and rote memorization. It encompasses a dynamic approach that engages students through inquiry-based learning and real-world applications. Research, such as the Knowledge in Action Efficacy Study, highlights the effectiveness of these strategies in enhancing student understanding and enthusiasm for science. Let us take a closer look at what exemplary science teaching looks like in AP classrooms, along with some innovative activity examples and their benefits for students.

Key Concepts for Exemplary Science Teaching

The Knowledge in Action Efficacy Study emphasizes several key concepts that support this approach (Parker et al., 2013):

  • Coverage vs. Depth: Accelerated coverage of material at a rapid pace is not strongly associated with learning depth. Thus, taking time to explore topics in depth is crucial.
  • Transferable Learning: The depth of transferable learning is preferable to a breadth of temporary, non-transferable learning. This means focusing on core concepts that students can apply in different contexts.
  • Assessment Alignment: Assessments should require students to demonstrate deeper learning rather than merely recalling facts and skills.
  • Balanced Approaches: Courses should include both transmission and participatory approaches, with careful sequencing to maximize learning effectiveness.
  • Student Receptivity: Students’ receptivity to shifts in teaching approaches—particularly in high-stakes environments—affects their engagement and success.
  • Active Learning: Students can develop knowledge through active approaches to learning, underscoring the importance of hands-on, inquiry-based activities.

Practical Applications in AP Classrooms

Now what does this look like in practice? The pressure to perform well on AP tests is a highly extrinsic motivator, leading students to prioritize test-taking strategies over intellectual growth (Boryga). How do we encourage students to actively engage with the material without solely focusing on test scores?

Wyoming High School in Cincinnati offers an A.P. Environmental Science class. The students have roughly 160 days to prepare for the A.P. test in May which has 9 units of content with about seven topics each. Teacher, Tracy Majors, adopted a project-based learning experience for her students that starts in October and can last until the spring. After covering the first two units on ecosystems and biodiversity, the students are assigned individually or in small teams to draft a proposal on a local environmental concern and one realistic implementable solution for their watershed.

After division, the students submit their projects to the Caring for Our Watershed Program which is an education program that engages students in preserving and improving their local watersheds through student-led solutions. Select students get to implement their proposals through grants provided by the program.

 In another A.P. course, The George Lucas Educational Foundation has created a project-based learning curriculum for the A.P. U.S. Government and Politics. The curriculum has five projects that act as political simulations where students take on roles that help contextualize the course material. 

In an exemplary AP science classroom, a dynamic learning environment fosters student engagement through multiple approaches. One strategy involves individual multi-modal projects where students select topics of interest, develop research proposals, and conduct experiments or practical applications. This hands-on work is complemented by opportunities to create and analyze Free Response Questions (FRQs) related to their chosen topics. Collaborative project-based learning encourages students to investigate real-world issues, conduct thorough research, and propose innovative solutions, culminating in multimedia presentations and peer review sessions. Have the students work in small groups, conduct thorough research, gather data, and engage with experts if possible. They will then propose innovative solutions, culminating in a multimedia presentation to share their findings with the class.

To analyze the effectiveness of the project-based approach the University of Washington researchers investigated the A.P course result of a traditional classroom to a project-based curriculum. Their findings indicated that students participating in project-based classrooms outperformed their peers in traditional classrooms by eight percent on AP exams (Parker, 2016). Educators can fit the rigorous schedule of the A.P. curriculum into an inquiry and problem-based learning framework, which allows their students to perform at a higher caliber than their peers.  This type of learning fosters growth while also not subscribing to the monotonous, “teaching-to-test” methods.  By providing resources that facilitate open-ended conversations and solutions the students can take information and their knowledge and apply it in a real-world application. 

Conclusion: Shifting the Educational Paradigm

Implementing project-based learning promotes higher learning in classrooms.  It allows students to take ownership of their education, fostering intrinsic motivation and a sense of responsibility for their learning outcomes. As they tackle real-world issues, students develop essential skills such as communication, creativity, and adaptability—qualities that are increasingly valued in higher education and the workforce. 


By prioritizing inquiry-based learning and real-world applications, educators can engage students more effectively while preparing them for meaningful opportunities beyond the classroom. The innovative practices at Wyoming High School and within the George Lucas Educational Foundation demonstrate that students not only perform better on AP exams but also cultivate critical thinking and problem-solving skills. Embracing these dynamic teaching strategies can transform the educational paradigm from “teaching to the test” to one that values intellectual growth and prepares students for impactful contributions to their communities and the world.

Boryga, Andrew. “To Motivate Teens, Ask Them ‘Who’s Your Future Self?’” Https://Www.Edutopia.Org, 17 Sept. 2024, https://www.edutopia.org/article/to-motivate-teens-ask-whos-your-future-self. Accessed 18 Sept. 2024. 

Pee, Doyoon. “Opinion: Are AP Exams Truly Benefiting Talented Students?” Los Angeles Times, Los Angeles Times, 15 July 2024, highschool.latimes.com/portola-high-school/opinion-are-ap-exams-benefiting-students/#:~:text=The%20rigid%20structure%20of%20AP,is%20crucial%20for%20talented%20students. 

Parker, W. C., Lo, J. C. (2016). Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text. Democracy and Education, 24(1), Article 6.

Parker, A., Kuo, A., and Frazier, W. “Knowledge in Action Efficacy Study Over Two Years.” Knowledge in Action, 2013, https://www.knowledgeinaction.org/.

About Morg_le 2 Articles
I am an Environmental Earth Science and Secondary Science Education Student at Miami University. I plan on graduating with a Bachelor of Science in Education and a Bachelor's in Environmental Earth Science in May of 2026.

4 Comments

  1. When I was in my AP classes, it felt like I was so focused on memorizing the content for the AP test that I didn’t really learn anything. All I cared about was getting a 4 on the test. If I were in a class that utilized these projects and inquiry-based learning, I would’ve felt like science had real-world applications. What is a project you have in mind for using in your classroom?

    • It sounds like a project-based learning approach could have greatly enhanced your experience in AP classes! For a classroom project, I envision my students investigating a local environmental issue, from biodiversity to air quality. They would research the problem, collect data through fieldwork, and collaborate with local experts. Each group would then draft a proposal outlining their findings and suggest actionable solutions. I would have them present their project, and have them give their peers a FRQ practice questions to do. This connects their learning to real-world applications, fostering engagement and critical thinking.

  2. Hi Morgan! I really like your emphasis on AP classes, especially as those are classes where teachers can be overwhelmed by the amount of content that needs to be taught before the test. It’s helpful to know that inquiry/project-based learning can actually improve AP scores! I would have loved to hear more about some strategies that you want to use in your classroom specifically, as well as how these are applicable and important in non-AP classrooms as well.

    • Inquiry-based learning is really a powerful method that encourages students to take an active role in their education by exploring questions and conducting investigations. For example, in a science classroom, students could start with a question like, “How does pollution impact our local waterways?” They would then design experiments, collect data, and analyze their findings, which helps them connect scientific concepts to real-world issues.
      Overall, this method helps students critically apply school work into the “real world”, preparing them for challenges both in and out of the classroom. It’s an approach that benefits all learners, not just those in AP classes, by making education more engaging and applicable to their lives.

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