JP,
I have to er... respectfully disagree with your relativistic viewpoint.
Just because some understood facts are misperceived does NOT mean that any viwepoint is true. The premise of that argument has, and always will be absolutely absurd, more worth of Becket than and educator.
You used gravity waves as an example. Let's make it more basic. I don't care if it's waves or not, but there is SOME force that exists that makes two objects get closer. we think it's a pull, but I'll readily concede it may be some kind of push. ie, GRAVITY is a fact. There IS gravity. And your viewpoint is completely irrelevant. There ARE facts. There are facts that apply to everyone. So let's get away from that. As you can tell, relativism really bugs me and I think it is at once the most dishonest and dangerous pseudo-intellectual idea that exists in the acadamy and it alarms me that bright young people like yourself readily accept it.
I don't want to quibble, but this whole discussion seems to really hang on one word: "emphasize." To that end, I feel compelled to point out to both sides that this word in no way excludes emphasizing other methods as well. There can be multiple emphases in one curriculum or even one lesson, or, for that matter, even one exercise.
I think the facts and the correct answers need to be emphasized. The first part of any project - written paper or oral presentation - involves getting your facts correct. starting with bad facts will ruin ANY process, teamwork, or what have you that you do. However, a poorly presented set of accurate facts can still carry the day. refusing to emphasize the need for knowing and using accurate and correct facts throws us back nearly three millenia to sophists who argued that the only important thing to know was how to present well. Ridiculous.
However, you do need to emphasize the need to find a good organizational and strategic creation process. Heck, when it comes down to it, the only place that relativism is actually a good idea is presentation and execution. some people can make detailed outlines. some people are actually stifled and delayed by such approaches. This is another reason why the process shouldn't be graded, at least, not the way I've experienced it being graded. If someone can't provide certain details the instructor is looking for in hsi process, but can present and arrive at an excellent presentation (written, oral, or whatever) it hardly seems relevant whether he did it the way the professor wanted.