Jennifer K. Knight and William B. Wood investigated whether changing a traditional lecture-based developmental biology course to a more interactive format would improve student learning. They compared two semesters: one with traditional lectures and another with reduced lecturing and increased student participation, cooperative problem solving, and in-class assessments. Results showed significantly higher learning gains and better conceptual understanding in the interactive course. This effect was repeated in a third semester, reinforcing the findings. The study suggests that interactive teaching, including group work and formative assessments, can enhance learning in large biology courses. The authors propose a model where interactive engagement replaces some lecturing, while maintaining course content through increased student responsibility. The study highlights the importance of conceptual understanding over rote memorization and shows that interactive methods improve student performance and engagement. It also addresses concerns about the feasibility of interactive teaching in large classes and the need for assessments that measure learning gains rather than just content coverage. The findings align with similar studies in other disciplines, supporting the effectiveness of interactive teaching in promoting deeper learning.Jennifer K. Knight and William B. Wood investigated whether changing a traditional lecture-based developmental biology course to a more interactive format would improve student learning. They compared two semesters: one with traditional lectures and another with reduced lecturing and increased student participation, cooperative problem solving, and in-class assessments. Results showed significantly higher learning gains and better conceptual understanding in the interactive course. This effect was repeated in a third semester, reinforcing the findings. The study suggests that interactive teaching, including group work and formative assessments, can enhance learning in large biology courses. The authors propose a model where interactive engagement replaces some lecturing, while maintaining course content through increased student responsibility. The study highlights the importance of conceptual understanding over rote memorization and shows that interactive methods improve student performance and engagement. It also addresses concerns about the feasibility of interactive teaching in large classes and the need for assessments that measure learning gains rather than just content coverage. The findings align with similar studies in other disciplines, supporting the effectiveness of interactive teaching in promoting deeper learning.