Abstract
Recently published standards for science, mathematics, history, and other fields challenge educators to design instruction that sets in motion a lifelong habit of learning. Creating lifelong learners requires the redesign of instruction to ensure that students have a generative understanding and an inclination to progressively refine their ideas. We discuss research on middle-school science learning and instruction that suggests how generative models of scientific phenomena can be developed, and we offer a framework for curriculum reform.
Get full access to this article
View all access options for this article.
References
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.