One of the best examples of translating research into practice is Minstrell’s
(1982, 1989, 1992) work with high school physics students. Minstrell uses
many research-based instructional techniques (e.g., bridging, making students’
thinking visible, facilitating students’ ability to restructure their own
knowledge) to teach physics for understanding. He does this through classroom
discussions in which students construct understanding by making sense
of physics concepts, with Minstrell playing a coaching role. The following
quote exemplifies his innovative and effective instructional strategies