A Balanced Inquiry Pedagogy: Learning-for-Use

CASES development was based on the Learning-for-Use design framework, which draws on both cognitive science research and practical classroom experience (Edelson, 2001). The goal of the learning-for-use framework is to help students develop knowledge in a skills that they can use beyond the bounds of the classroom. The framework is based on a three-phase model of learning:

Phase 1: Motivate the need to learn new knowledge.
CASES creates a demand for knowledge by presenting students with a challenging task at the beginning of a chapter or lesson and asking them what information they need to complete that task. CASES also motivates students' learning by selecting interesting case studies and science concepts that naturally elicit students' curiosity.

Phase 2: Construct new knowledge.
CASES incorporates a variety of activities that help students develop new knowledge and skills. These activities range from direct experience with the science content through the analysis of authentic scientific datasets, targeted laboratory experiences, predicting and analyzing science concepts through models and hands-on activities. When it is difficult to bring first hand experiences into the classroom, Investigations uses content-specific readings and classroom discussions as techniques that support student learning.

Step 3: Refine and apply knowledge.
CASES supports students in organizing their knowledge for future use by asking students to complete a final project at the end of a learning series. Through the construction of a final project, students are reflecting upon experiences and understandings to apply this knowledge to a practical context.

In CASES students participate in learning activities that effectively achieve all three steps in the Learning-for-Use framework for each learning objective in the course.

For more information, please see the following publications:

• Edelson, D. C., Salierno, C., Matese, G., Pitts, V., & Sherin, B. (2002). Learning-for-Use in Earth science: Kids as climate modelers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA, April 2002.
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• Edelson, D. C. (2001). Learning-For-Use:  A Framework for the Design of Technology-Supported Inquiry Activities. Journal of Research in Science Teaching, 38 (3), 355-385.
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