Recently we have been developing a new paradigm for learning concepts of probability and fractals which focuses on a form of Guided Discovery in which cues are placed in such a fashion that the student is able to follow in the footsteps of a researcher. In order to learn more about this alternative route to learning science, we propose to hold a workshop to bring together both phy7sical scientists and cognitive scientists, as ell as high school teachers and students. In the first phase of the meeting, participants will work with the hands-on activities and the computer software and cecome familiar with their content and format. Next, specialists in cognitive science will propose research methodologies that can be used to determine what students who use these materials are learning, and how their learning process differs from that in a more traditional science class. Does the introduction of multiple representations lead to the development of higher order thinking skills? Can a visual representation in a computer simulation provide an alternative route to learning science for the student who does not deeply understand mathematics? What features of the educational setting can lead to a revolution in high school science teaching? How could answers to these questions affect the development of further games, activities, and computer programs, both at Boston University and elsewhere? Finally, what resources must be assembled to carry out this program of study and research? The outcome of the workshop will be an over-arching vision, a research strategy, and a set of tactics.
