The team leader left the high school faculty during the first year of the program. The principal of the middle school also moved to another job. An additional complicating factor was the lack of block scheduling at the middle school. Telecommunications was not very helpful in overcoming the time and distance barriers because of a lack of convenient line access in the middle school. Students learn science through authentic, hands-on activities.
Students use higher-order cognitive skills and the scientific method.
Teachers learn how to use the technology in the new science-technology lab. Teachers develop skills in integrating the technology into the curriculum. The middle school students demonstrated the ability to take on semi-independent science investigations. The team members felt that having the professional development offered in class, rather than in traditional inservice settings, made it easier for teachers to integrate their technology knowledge into classroom practice. The First Year, that teachers new to project-based learning will benefit from close mentoring by more experienced peers.