ABSTRACT
In this paper, we discuss issues relating to what we call “task-structured curricula.” In contrast to traditional content-structured curricula, a task-structured curriculum is organized around goals, problems, and questions that cut across multiple areas of traditional content. Our focus, here is on two specific issues. First, we work to elucidate differences between the content “covered” in task-structured and content-structured curricula. Second, we address what we call the bootstrapping problem: How can we expect students to work on problems and issues that cut across multiple disciplines, if we have not already provided them with a solid foundation in these disciplines? We make our points by describing a curriculum developed by the Global Warming Project, and by presenting empirical results of clinical interviews conducted with students engaged in this curriculum.
