Research on Instruction: and Learning in Science: Elaborating the Design Approach

Many recent writings on learning and instruction in education read like manifestos for revolutionary change (e.g., Pellegrino, Baxter, & Glaser, 1999; Romberg & Collins, 2000; Shepard, 2001). These reforms go far beyond earlier attempts to modify textbooks or instructional arrangements. Instead, they require integrated shifts in the ways in which we understand learning and teaching processes as well as achievement outcomes. For example, in the fields of mathematics and science instruction, reform would require a change in focus from memorization and practice on routine algorithms to an emphasis on inquiry processes and communication. National standards documents from these disciplines are also in line with ...