Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units

Autor/inn/en	Penuel, William R.; Allen, Anna-Ruth; Henson, Kate; Campanella, Melissa; Patton, Rachel; Rademaker, Kristin; Reed, Will; Watkins, Douglas; Wingert, Kerri; Reiser, Brian; Zivic, Aliza
Titel	Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units
Quelle	In: Cognition and Instruction, 40 (2022) 1, S.148-170 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Penuel, William R.) ORCID (Campanella, Melissa) ORCID (Rademaker, Kristin) ORCID (Watkins, Douglas) ORCID (Reiser, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2021.2010207
Schlagwörter	Instructional Design; Science Curriculum; Science Instruction; School Districts; Units of Study; High School Students; Chemistry; Teacher Workshops; Material Development; Teacher Collaboration; Teamwork; Student Interests; Standards; School Community Relationship; Science Teachers; Minority Group Students; College School Cooperation; College Faculty; Brainstorming; Student Attitudes + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School district; Schulbezirk; Lerneinheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Lehrmaterialentwicklung; Lehrerkooperation; Studieninteresse; Standard; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fakultät; Schülerverhalten
Abstract	In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from minoritized groups and communities. University-based researchers, classroom teachers, and district-level science leaders co-designed high school chemistry units over a two-year period. A collaborative analysis of the tools and processes used in workshops showed that engaging in co-design and reflection supported the team in clarifying and balancing goals, and it led all participants to call for refinements to the co-design process. Interactions during co-design and reflections on them highlight tensions that arose during co-design as well as the tools and strategies for working through them. These findings point to both the possibilities and limits of co-design for clarifying and balancing multiple goals and the need to consider key constraints on co-design within the current infrastructures of schools and educational research. They also illustrate how studying co-design teams as a collective can help identify design principles and processes that can support the learning of other teams seeking to balance a focus on standards with a focus on student interests and community priorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01