ABSTRACT
The series of design-based research studies of inquiry projects yield specific design principles to help designers and teachers transform science students into lifelong learners one inquiry project at a time. Here we connect these principles to the metaprinciples and pragmatic pedagogical principles introduced in chapter 3 (Linn, Davis, & Eylon, this volume) . We discuss how these principles can help design partner ships (see Shear, Bell, & Linn, chap. 1 2 , this volume) , create new proj ects, or help individual teachers improve their practice .
