program that met between the theories of discovery learning and didactic learning. According to Brown and Campione, discovery learning that was unguided could potentially be dangerous, while didactic study led to passive learners. Therefore, Brown and Campione's approach of "guided discovery" was the middle ground between the two. In FCL, students were encouraged to design their own learning through a curriculum they prepared themselves therefore acting as collaborative researchers. A teacher, or guide, is then responsible for modeling, fostering, and guiding the process of discovery into forms of disciplined examination. The project also utilized reciprocal teaching, which allowed students to study and share their expertise with a group and discuss material they have prepared themselves. The curriculum of a FCL classroom was a key feature to the program. Depending on the curricula, the classroom activity fostered various themes and units that aided in the further development of the student. Biological themes included interdependence and adaptation while environmental science themes included balance, competition, and cooperation. Through the Brown and Campione team, the FCL research enhanced the interaction between classroom and laboratory research. Research conducted in a laboratory allowed a better understanding of the developmental patterns demonstrated by children and in turn gave rise to classroom observations in which hypotheses could be systematically explore in relatively controlled environments. Works Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. (159 Citations, PsycINFO) Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178. (147 Citations, PsycINFO) Brown, A.L., & Campione, J.C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press/Bradford Books. Brown, A.L., & Campione, J.C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289–325). Mahwah, NJ: Erlbaum. See also Design-based research References External links Pioneering UC Berkeley educator, Ann L. Brown, dies from sudden illness at age 56 1943 births 1999 deaths British educational theorists British psychologists Educational psychologists Alumni of the University of London Scientists with dyslexia 20th-century psychologists