Literaturnachweis - Detailanzeige
Autor/inn/en | Underwood, Sonia M.; Kararo, Alex T. |
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Titel | "Design-Based Implementation Research" (DBIR): An Approach to Propagate a Transformed General Chemistry Curriculum across Multiple Institutions |
Quelle | In: Journal of Chemical Education, 98 (2021) 12, S.3643-3655 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Underwood, Sonia M.) ORCID (Kararo, Alex T.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0021-9584 |
DOI | 10.1021/acs.jchemed.1c00723 |
Schlagwörter | Chemistry; Science Instruction; Teaching Methods; Undergraduate Students; Evidence Based Practice; Curriculum Development; Capacity Building; Educational Improvement; Guidelines; Stakeholders; Instructional Design; Educational Change; College Faculty; Curriculum Implementation Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Richtlinien; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsreform; Fakultät |
Abstract | While there have been an increasing number of evidence-based instructional strategies propagated, less literature exists on how to propagate a curriculum. This paper is meant to present how the theory of "Design-Based Implementation Research" (DBIR) can be used as a framework to propagate such innovative curricula. DBIR is a research design process aimed to improve education through an iterative process involving multiple stakeholders and includes four principles: (1) deciding on a focus for joint work, (2) organizing the design process, (3) doing research, and (4) developing capacity for continuous improvement. Using our project as an example, this paper discusses how each principle of the DBIR framework was used to assist with the propagation of an undergraduate-level general chemistry curriculum to nine institutions across the United States. As part of this process, the instructors were active participants in the project which provided them a means to feel ownership in their implementation. In addition, the results within the data analysis process were used not only to inform the research community but also to guide modifications to the curriculum materials and support provided for future iterations. (As Provided). |
Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |