For full details of the research undertaken to develop this curriculum, please see the references in Appendix VII. We have only attempted to give an overview of the most important elements in this section.

• Curriculum developed by a team of researchers from the University of Massachusetts, Amherst, Scientific Reasoning Research Institute and expert teachers and supported by the National Science Foundation
• Tested in multiple urban, small town, and rural schools over four years

• Deep conceptual changes in students' understanding of complex mental models targeted by the curriculum, as measured by transfer problems on pre- and post-tests.
• Integrated knowledge that allows students to give meaningful explanations for phenomena that require the integration of relationships at several causal levels, as measured by explanation questions spanning several levels of causal structure.
• Lasting knowledge versus inert knowledge as measured by delayed post-tests.
• Effectiveness with a diverse range of learning styles and abilities, cultures, racial/ethnic backgrounds.

• Results of testing show significant gains in understanding of human respiration and including the pulmonary, circulatory, and digestive systems and the cell's role in respiration.
• Results provide evidence of model based reasoning in students regardless of ability, socio-economic status, type of school district (urban, rural, small town) or ethnic background
• Research findings of this project are listed in the Appendix section of this book