Lifelong Learning
In the Computer as Learning Partner (CLP) curriculum we sought to promote autonomous learning. Autonomous learners are disposed to update their knowledge to solve personal problems or to improve their employment prospects. Autonomous learners spontaneously use the knowledge integration process to make sense of novel science information. They try to integrate new information. For example, an autonomous learner might connect advances in laser technology for cataract surgery to ideas about light. Autonomous learners might connect heat and temperature to advertising for wilderness clothing that feature new materials such as Gortex, Thinsulate, or microfibers. We hope to prepare students who will conduct scientific inquiry regularly. This means students should find science personally relevant.

Our first pragmatic pedagogical principle says: Engage students in reflecting on their own scientific ideas and on their own progress in understanding science.

Our second pragmatic pedagogical principle emphasizes the stance towards science knowledge necessary for lifelong learning. It says, engage students as critics of diverse scientific information.

To prepare students to conduct personal projects autonomously our third pragmatic principle says: Engage students in varied, sustained science projects to illustrate the broad range of science activities and meet the needs of diverse learners. Students need to learn how to select projects and how to assess their progress.

Our fourth pragmatic principle captures this process. It says:Establish a generalizable inquiry process useful for diverse science projects. This process of abstracting and refining an inquiry process is the central goal of instruction for lifelong learning. See Computers, Teachers, Peers for illustrated examples of these pragmatic pedagogical principles.