ABSTRACT
This book makes the case for the KI approach to learning and instruction. We contrast KI with the absorption approach that characterizes much of science instruction in the United States and many other countries. We show that KI instruction compared to typical instruction results in more coherent and generative understanding of science. Students remember difficult science concepts longer and build on them during subsequent instruction when they learn from KI curriculum materials. Moreover, students who use materials designed to promote KI become skilled in monitoring their own learning. Ultimately all learners rely on KI processes. Everyone can make sense of materials intended to transmit information or to persuade if they use KI processes to interpret the information.
