ABSTRACT
LabNet’s basic premise was that contemporary practices in science teaching cannot by themselves, however improved, reverse the current failure in science education. At the same time, in espousing project-enhanced science learning, LabNet built on a long tradition of thought and practice in education, which has found new support in modern cognitive psychology. In this chapter, Dick Ruopp and Sarah Haavind examine the background of the project from these two contrasting points of view.
