On The Content Of Task-Structured Science Curricula
Many of the recent innovations in K-12 science instruction share the common goal of embedding classroom learning within rich contexts that students find both intellectually and socially meaningful. Though curricular models vary greatly, many efforts to achieve this goal share an important feature: Rather than being organized around a traditional disciplinary structure, these curricula are organized around a task. This approach has been given many names and has taken many forms; these include varieties of “anchored” or “problem-based” instruction (Barron et al. 1998; Williams 1992; Barrows and Tamblyn 1980; Duschl and Gitomer 1997), “projectbased” instruction (Krajcik, Czerniak, and Berger 1999), “learning by design” (Harel 1991; Kolodner et al. 1998), and “goal-based scenarios” (Schank et al. 1993/1994).
KeywordsDioxide Respiration Photosynthesis Kelly Carol
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