Guiding science expeditions: The design of a learning environment for project-based science

... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii Acknowledgments................................................................................. v List of Tables .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv List of Illustrations................................................................................ xvi Chapter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 1 . Expeditions to Mt. Everest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 A day in the life of a project-based science class........................................ 1 Project-based science reforms in general and in context............................... 13 The complexity of particular reform efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 The nature of learning environment design.............................................. 16 The benefits of qualitative study of an evolving design................................ 19 The plan for this document................................................................ 21 2 . Historical background: Haven’t we tried this path before? . . . . . . . . . . . . . 23 Hasn’t this been tried before?............................................................. 24 So it has been tried before—what happened?........................................... 26 Reason one: Misguided implementation of reform.............................. 26 Reason two: Interference of school and task structures with reform.......... 28 Reason three: The social control role of schooling.............................. 29 Reason four: The culture of teaching and beliefs about teaching/learning..................................................................... 29 Reason five: The social context of teaching and learning in classrooms...... 30 Reason six: Economic and political pressures................................... 32 A synthesis—situationally constrained choice .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Can computers and networking provide supportive resources?....................... 35

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