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From a practical point of view, this work documents a new model for improving learning and understanding in the field of education. Participation in the Integrated Learning Environment provided a tangible opportunity for teachers to gain organised knowledge to make practical changes in their school classrooms. From a research point of view, this study makes a unique contribution to the field of learning environments by evaluating a comprehensive professional development program that used information technology to initiate teacher change from the central perspective of the learning environment. Development and validation of the CLES-CS contributes to a useful range of instruments for a variety of classroom contexts within the burgeoning field of learning environments research. The conceptual and logistical frameworks of the model seamlessly merged theory and practice with science and education through effective applications of information technology to create a rich learning environment. Virtual field trips, based on this model, can enable the principles of student-centred inquiry and constructivism to be practised for the benefit of all styles and ages of lifelong learners.