How Can We Teach High School Students to Do Real Science?

First Light.

Of three centuries' experience of science education, one of the science teacher's enduring difficulties is the problem of teaching students "what science is."
Francis Bacon's description of a "method of science" became a prescription in science texts. Every teacher has since found that it violates the very essence of science at some point.
When education leaders emphasize one key aspect of science, such the importance of "controls," we find that all of the experiments look like industrial quality control measurements.
Yet if we simply leave the students to "discover" science, we find that most students cannot articulate anything more than the most rudimentary patterns.
So... year after year, we see our weakest students trying to "discover" how to please the teacher, the middle students trying to "game the system", and our strongest students frustrated by the artificiality of the educational enterprise.
The Ross Box Diagram is a simple heuristic with great depth. In the pages to follow, I will describe each part of the Ross Box Diagram, and work with any questions that interested respondents might raise.

So.. Post away, and form whatever circles and associations you can to keep the questions alive.