Design-Based Research as a Model for Systematic Curriculum Development: The Example of a Curriculum for Introductory Optics

Autor/inn/en	Haagen-Schützenhöfer, Claudia; Hopf, Martin
Titel	Design-Based Research as a Model for Systematic Curriculum Development: The Example of a Curriculum for Introductory Optics
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020152 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haagen-Schützenhöfer, Claudia) ORCID (Hopf, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Curriculum Development; Physics; Science Instruction; Curriculum Design; Optics; Introductory Courses; Theory Practice Relationship; Middle School Students; Guidelines; Intervention; Curriculum Implementation; Teaching Methods + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrplangestaltung; Optik; Einführungskurs; Theorie-Praxis-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Although curriculum design has a long tradition in physics education research (PER), it is often criticized for unclear or inconsistent methodologies. One reason is that the theory-into-practice aspect frequently remains blurred. Only a few curriculum projects have given insight into the rule-guided translation of learning theories into curricula and curriculum materials. This paper reports how design-based research (DBR) was used as a framework for systematic curriculum development during a six-year-long project on a middle school optics curriculum. One key feature of DBR is to deduce design principles from theoretical and empirical foundations, apply them in the creation of a curriculum, and refine them in response to data collected during successions of implementation. The design principles guide and structure the iterative cycles of design-intervention-redesign and make a systematic and nevertheless flexible design process transparent. We provide the level of detail needed to make clear how design principles were developed and applied in the creation of the optics curriculum. In addition, we use many examples to illustrate how and why the initial set of design principles was refined. We report the results of a large scale evaluation of the curriculum that shows its superiority to conventional instruction. Finally, we summarize the lessons learned during this project. This shall support other scholars in designing and implementing curricula. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01