In the current study, we focus on coherence between mathematics, statistics, science and professional practices for the attained curriculum as the ability of students to make sense of the contexts so that they can apply scientific and mathematical knowledge when solving authentic problems.
Students aren't just assessed on their understanding of academic content, but on their ability to successfully apply that content when solving authentic problems.
Solving authentic problems is a key function in modern life and in most careers (Belland, 2013; Jonassen, 2011).
We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems.
Such a rationale can allude to the importance of solving authentic problems in everyday life, and how learning how to apply rational criteria can help with this.
Pursuing rational goals is a natural extension of mastery goals in PBL environments (Chinn et al., 2013), is core to solving authentic problems (Jonassen, 2011), and is indeed at the very core of what PBL researchers desire to foster among students (Barrows & Tamblyn, 1980; Hmelo-Silver, 2004).
These simulations empower students with a new kind of learning as they try to harness technology to solve authentic complex problems.
A better approach, used by most countries in the world, is an integrated math program that focuses on teaching and using key concepts from algebra, geometry and so on as students solve authentic math problems.
In response to the Association of American Medical Colleges Howard Hughes Medical Institute report Scientific Foundations for Future Physicians, a collaborative effort by four institutions has produced an introductory physics for life sciences course that stresses competency building and helps students apply strategies from the physical sciences to solve authentic biological problems.
There is still much work to be done in PER to describe what authentic and complex physics problems look like, how students engage in scientific practices when solving such problems, and how students who learn to solve authentic and complex physics problems perform on more traditional assessments of problem solving.
