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Analogical and Case-Based Reasoning: Their Implications for Education

Progressive reformers in the American educational community (and indeed, around the world), and certainly the learning sciences community, are calling for more hands-on inquiry-based activities in our nation's classrooms. They see that too many of our high school graduates are illiterate. They see that too many have been turned off by the traditional lecture approach of school. They sense that hands-on activities, especially student-centered ones that students enjoy, will help students learn concepts in more usable ways, and at the same time, learn the reasoning skills they need to navigate through life and be productive in our technology-rich and information-rich economy. They recognize, as well, that there are great challenges in putting such sweeping changes in place so broadly. Thus, the books of standards they are writing (American Association for the Advancement of Sciene [AAAS], 1993; National Research Council [NRC], 1996) usually have in them both content standards and teaching standards. What they don't always realize or emphasize, and what the learning sciences community knows, is that simply putting hands-on, inquiry-based, constructivist, or what-have-you activities in place doesn't ensure learning. The kids will have more fun, and the best students will learn as they would in any environment, but it takes very careful orchestration to ensure that the masses of students will take away from the activities as much as they should. It is all too easy, as many of us know, to put kids in "discovery" situations where they discover things that simply