| Images of connected features: |
| | | Model-It |  |
| | | Alternated Individual and Group Discourse (eStep) |  |
| | | Authentic contexts in the Jasper project |  |
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Connections 
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| Description: |
Too often inquiry-based learning environments introduce curricular topics in an isolated and over-simplified manner. In many cases topics are presented as disconnected from one another, which lead to the constructing of superficial knowledge that lacks integration. When students are introduced to real world problems they have the opportunity to struggle with the complexity of the topics and to engage in thoughtful debates. In this manner students can make connections between various ideas of central topics, develop integrated understanding, and be prepared for future learning.
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Theoretical background:
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McDermott (1990) reports that in many domains of physics (optics, electricity, motion etc.) students cannot connect their science learning to principles. Bagno & Eylon (1997) have shown that that both students and their teachers rarely generate relationships within domains of physics. When teachers fail to connect topics such as electric circuits and electrostatics or when they teach concepts of fields and potentials studied in mechanics and electromagnetism as two unrelated domains they fail to model this process for students.
Researchers from a behaviorist tradition have frequently argued against complex cases and problems and for a more controlled instructional setting that prevents students from going down wrong paths or elaborating flawed ideas
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| Tips (Challenges, Limitations, Tradeoffs, Pitfalls): |
| Creating a complex project involves balancing large and small questions. In projects, students link ideas in effective and in unproductive ways. |
| References (Off-line): |
Linn, M. C., & Hsi, S., 2000. Computers, Teachers, Peers: Science Learning Partners. Hillsdale, NJ: Lawrence Erlbaum Associates.
McDermott, L. C. (1990). A view from physics. In M. Gardner, J. G. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa & E. Stage (Eds.), Toward a scientific practice of science education (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.
Bagno, E., & Eylon, B.-S. (1997). From problem-solving to a knowledge structure: An example from the domain of electromagnetism. The American Journal of Physics, 65(8), 726-736.
Kali, Y., Fortus, D., & Ronen-Fuhrmann, T. (in press). Synthesizing TELS and CCMS design knowledge. In Y. Kali, M. C. Linn & J. E. Roseman (Eds.), Designing Coherent Science Education. NY: Teachers College Press. |
| Summary of changes (wiki): |
| I changed : name, descriptiojn, add background and references |
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History
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