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A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices

Item

Title
A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices
Abstract/Description
This reflective inquiry delves into the collaborative design process of a technology- based middle school genetics unit. With a lens on science practices, we describe how bridging assessment and curriculum design frameworks can inform decisions in an iterative co-design process. The paper explores the role of these design frameworks in articulating learning goals and outcomes, designing the learning experience to motivate student inquiry, and identifying features of technology tasks and tools to elicit artifacts and evidence. A pilot study with four teachers and 435 students revealed how to enhance elements of the design approach to strengthen the learning goals, improve learning experiences with visualizations, and streamline the flow of the curriculum to emphasize productive patterns of inquiry. Implications of this integrated approach for informing the design of learning environments, the scalability of designs, and teacher practice are discussed.
Author/creator
DeBarger, Angela Haydel
Tate, Erika
Beauvineau, Yves
Feng, Mingyu
Schank, Patricia
Heck, Tamara
Williams, Michelle
Date
2014
In publication
Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2
At conference
The 11th International Conference of the Learning Sciences
Publisher
International Society of the Learning Sciences
Resource type
en Research/Scholarly Media
Resource status/form
en Presentation/Poster
Scholarship genre
en Empirical
en Reflection/Retrospective
Language
en
Open access/full-text available
en Yes
Peer reviewed
en No
URL
Official Publisher's Webpage (International Society of Learning Sciences)
Citation
DeBarger, A. H., Tate, E., Beauvineau, Y., Feng, M., Schank, P., Heck, T., & Williams, M. (2014, June). A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices. Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. The 11th International Conference of the Learning Sciences, Boulder, CO. https://repository.isls.org//handle/1/926
Place
Boulder, CO
Item sets
OB Citations - Traditions of Quality Improvement in Education

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