ABSTRACT
How can designers and researchers share tools and ideas that build on one another? How can designers and researchers create flexibly adap tive curricula that teachers can shape to fit their particular classroom context while retaining the core design elements that distinguish in novative learning environments? The research described in this vol ume has demonstrated the value of scaffolded knowledge integration (SKI) as a means to engage students in scientific inquiry and science learning. This work has also shown how specific approaches to the de sign of instructional materials-principled, collaborative, and itera tive design-each contributed to student learning within a specific in structional context.
