What complexity is commonly associated with science instruction?

The complexity commonly associated with science instruction is often linked to the use of passive voice in scientific texts. Scientific writing frequently employs passive constructions to emphasize the processes and outcomes of research rather than focusing on the individual conducting the experiment. For example, a phrase like "The experiment was conducted" shifts the focus from who did the action to the action itself, which is aligned with the objective nature of scientific inquiry.

This use of passive voice can create challenges for students, particularly English language learners, as it may obscure the subject and make it more difficult to understand who is responsible for certain actions within the text. Consequently, science instruction often requires extra effort in guiding students to decode such language structures and grasp the underlying concepts effectively.

On the other hand, the other options do not capture the complexity as closely. Interactive assessments can enhance engagement but do not inherently present complexity in content. Simple presentations often lack depth and may not accurately reflect the intricate nature of scientific concepts. General vocabulary may be simpler, but science frequently involves specialized terminology that complicates understanding further.