5. Inquiry and Innovation 探究和改革
After their discussion about encounters with pollution, in addition to choosing a driving question, Ms. McIntyre's students as a whole class generated a list of more detailed questions about diseases, bacteria and their effects, and sources of water contamination. Questions included, What diseases can you get from water? Do you have to drink it to get sick? and Where do bacteria come from? The teams fine-tuned their questions and discussed how to find answers from the teacher, books, articles, websites, experts, and visits to Foster's Beach.
在他們對於有關汙染的衝突的決定之後，另外選擇一個驅使的問題，McIntyre小姐的學生，一整個班級對於疾病、細菌和它們的影響，還有水汙染的起源也有了一張清單陳述更多細節的問題。問題包括有，你會因為水而得到什麼樣的疾病?你必須要去喝它然後生病嗎? 還有細菌是由哪裡來的? 這個團隊修飾他們的問題然後討論如何藉由老師，書本，文章，網路，專家，還有參觀福斯特的海邊找到答案。
As these learners found answers, they raised and investigated new questions. Students synthesized the information they gathered and used it both to inform their individually written papers on the driving question and to help create their team's product related to that question.
當這些學習者找到答案後，他們會想出和研究新的問題。學生們綜合他們找到的資訊，然後他們不但會在他們個人的報告所針對這個驅使的問題中報告出來，他們的團隊還會製造出有關問題的產品。
Students find project work more meaningful if they conduct real inquiry, which does not mean finding information in books or websites and pasting it onto a poster. In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusions. With real inquiry comes innovation—a new answer to a driving question, a new product, or an individually generated solution to a problem. The teacher does not ask students to simply reproduce teacher- or textbook-provided information in a pretty format.
學生們發現企劃工作更有意義如果他們處理真正的調查，這個調查不是只從書本或網站中找到資訊，然後把資訊貼到報告上。在真正的調查中，學生們隨著一個蹤跡然後開始他們自己的問題，為了一些對策而引導出一個研究，然後答案的發現，還有最後引導產生更多新的問題，試驗的方法，然後描寫出他們自己的結論。真正的探究也帶來改革---對一個驅使的問題有一個新的答案，一項新的產品，或者是對於一個問題而有的一項個人產生的解決方法。這個老師不會要求學生單單地重新複製老師或課本所說的，而是在一個好的出版之物當中提供資訊。
To guide students in real inquiry, refer students to the list of questions they generated after the entry event. Coach them to add to this list as they discover new insights. The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives.
為了在一個真正的探究當中引導學生，參考學生在這個參加的事件之後所產生的一張列表中的問題。當他們發現到新的見解的時候，輔導他們可以加進去這張列表當中。一個教室的文化應該是要看重提問，假設，還有對於新方法和新觀點的開放度。
6. Feedback and Revision 回應和修正
As they developed their ideas and products, student teams critiqued one another's work, referring to rubrics and exemplars. Ms. McIntyre checked research notes, reviewed rough drafts and plans, and met with teams to monitor their progress.
當他們發展他們的方法和產品時，學生團隊評論彼此的作品，參考註釋和範例。McIntyre小姐檢查研究筆記，重新檢視初步的草稿和計畫，然後再和這些團隊開會來監督他們的進步。
Formalizing a process for feedback and revision during a project makes learning meaningful because it emphasizes that creating high-quality products and performances is an important purpose of the endeavor. Students need to learn that most people's first attempts don't result in high quality and that revision is a frequent feature of real-world work.
因為在一個產品當中有的回應和修正使一個過程正式化也使學習變得有意義，因為它著重在製造出高品質的產品和成果，這些產品和成果都是一個很重要努力的目的。學生們需要去學習大部分人們的第一個企圖不是在於高品質的結果，而且那樣的修正是對於真正世界的工作一個頻繁的特徵。
In addition to providing direct feedback, the teacher should coach students in using rubrics or other sets of criteria to critique one another's work. Teachers can arrange for experts or adult mentors to provide feedback, which is especially meaningful to students because of the source.
另外提供直接的回應，這個老師應該指導學生們如何使用註釋和其他種批評的標準來評論彼此的成果。老師們可以安排專家或是成人的良師來提供反應，這個反應也因為是他們所提出的而對學生們來說更為有意義。
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