Anchored instruction entails an approach to learning that is situated in the context of an authentic and meaningful problem-solving environment (CTGV, 1992).

According to CTGV, (1992), active learning activities (that promote exploration and critical thinking) that provide “a motivating and realistic context for problem posing, problem solving, and reasoning” .

This theoretical framework is consistent with constructivist epistemology, which promotes learner-centered instruction where learning is situated in engaging, problem-rich environments.

The "guided" generation approach is promoted to have the greatest potential for producing meaningful learning opportunities (CTGV, 1992).

Jasper Adventure Series:

The Jasper series also provides links to other subject areas such as science, history, and literature, which allows students to transfer the use of math to other areas of their life.

TELE: The pedagogical approach of the TELE “anchors” or “situates” (CTGV, 1992, p. 294) instruction within students own local environment. It is a problem-solving approach where students investigate a complex problem in their local community. Students’ prior knowledge of the global warming issue and its reputed repercussions provide the basis of a problematic situation which requires students to take a generative approach involving identifying issues, investigating implications, and analyzing solutions to formulate a plan of action.

The motivation behind the creation of WISE was to promote classroom inquiry instruction, based on findings that few science classes include such practices although most state and national standards advocate their use (Linn et al., 2003).

The Scaffolded Knowledge Integration Framework that guides WISE project development includes four pedagogical principles:

1. Making science accessible

2. Making thinking visible

3. Helping students learn from each other

4. Promoting lifelong learning

Linn et al. (2003) elaborate on this basic definition and define inquiry in education as an instructional process to engage students in:

• problem-solving
• experiment analysis
• identifying alternatives
• investigation planning
• revision of views
• conjecture research
• information searches
• model construction
• peer debates
• communication
• argument formation

“The goal of the LfU model is to overcome the inert knowledge problem by describing how learning activities can foster useful conceptual understanding that will be available to the learner when it is relevant” (Edelson, 2001, p. 356).

The LfU model of learning is based on a design process that integrated 3 principles:

1. Motivation - understanding the usefulness of the learner tasks makes learning meaningful; it is also important to create a 'need' for new knowledge and to 'elicit' curiosity.
   
2. Knowledge construction - new knowledge structures should be linked to previous knowledge and should be developed through concrete experience and communication with others.
   
3. Knowledge refinement - re-organization and connection to previous knowledge promotes accessibility and applicability of knowledge; the integration of reflection of the content is important component of refinement.

The Goede Initiative (formerly WorldWatcher):

Supports inquiry-based teaching and learning of earth and environmental science using technology-based data visualization and analysis tools. The objective is to help students develop an understanding of complex phenomena in a context where the learning is anchored and meaningful.

TELE: The design of the TELE should be based on this approach as it coincides with the goal of instruction: to enable students to acquire information and/or skills with regard to global warming, but more importantly, to enable students to transfer the knowledge and/or skills to similar situations in the future. This is the emphasis of Edelson's useful knowledge premise.