Modeling and Case-Based Reasoning in Support of Reflective Inquiry in Earth Science
Paul J. Camp, Jackie Gray, Harriett Groves, Janet L. Kolodner · Psychology Press eBooks · 2013
The Learning-by-Design group at Georgia Tech has been developing science units for middle school that engage students in design problem solving (Kolodner, et al, 1998). While achieving design challenges, students identify what they need to learn and why, engage in investigation activities, and have myriad experiences applying what they are learning in iterative design attempts. They have ample opportunity for practicing science process (e.g., experiment design, measuring, observation), communication, planning, design, and collaboration skills. Cases, classroom rituals, and journaling prompts (design diaries) scaffold inquiry, investigation, and application, as well as reflection needed to explain failures, to extract lessons from their experiences, to develop their skills, and to acculturate themselves into the practices of science and design.