I initially encountered WISE a year ago when I was working to develop a gifted learner program at our school. Similar to the ideas encased in the Jasper series, this program aims to address the issues of decontextualization and a lack of authenticity in the learning of science and mathematics. Granted, it probably is a good thing that we aren’t losing students to self-inflicted poisonings as they attempt to discern the nature of some new chemical or that labs aren’t being set ablaze (actually happened to an undergraduate professor of mine when he was a lad). However, a transmissive and inauthentic learning experience often means students lack an understanding of the actual processes, connections, science/mathematic skills, and mental awareness.
WISE uses a technology enhanced, problem based learning model to provide opportunities for students to develop mental acuity, conceptual understanding, collaboration, reflective skills, and peer-review skills. While the scenarios have different options they philosophies behind them are based on sound pedagogy, incorporate and number of teaching styles, and are developed by a team of individuals with relevant skills: teachers, content experts, researchers, curriculum designers, and technologists. Scenarios, models, and problems also include options for flexibility and localization. For example, in the model " What’s on your plate?" different topographic and geological features can be assessed. In Gobert, Snyder and Houghtons’ 2002 paper, students from opposite coasts examined localized geological features (mountains vs. volcanoes and earthquakes), and then to facilitate learning and revision the students had to swap models and explanations with students on the opposing coasts. Each student was then responsible for providing a critique, with guidelines and supports, of their peers model and explanation. Even more importantly students were expected then to revise and justify why they had done so. Addressing another goal of WISE, which is to make thinking visible (Linn, Clark, & Slotta, 2003).
Rather than just leaving it at the initial model development, critique and revision, WISE projects then build in further inquiry with resources and prompts for students to follow as well as opportunities to test and retest options with advanced software. Once again students are expected to keep track of their thoughts, allowing both themselves and teachers to examine how they are learning and how understanding is changing. While "What’s on your plate?" is only one example and has a few parameters, WISE scenarios focus on using similar approaches and designs in the inquiry process. This helps students to develop a set of patterns that help them with explorations of further units and also build an understanding of fundamental process skills to be applied later. As an undergraduate working in as an assistant in a research laboratory, I had plenty of opportunity with similar real-world situations as we revised PCR-protocols for gene isolation (not nearly as cool as it looks on CSI).
While not a substitute for hands on laboratory experiments, WISE does provide more authentic opportunities for learners and from their research Gobert el al. have identified that it does build a deeper understanding of scientific models and processes.
References
Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana.
Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.