Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy

Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven design model for developing curriculum materials, whi...

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Bibliographic Details
Published in:Science education (Salem, Mass.) Vol. 92; no. 1; pp. 1 - 32
Main Authors: Krajcik, Joseph, McNeill, Katherine L, Reiser, Brian J
Format: Journal Article
Language:English
Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 2008
John Wiley & Sons, Inc
Wiley Periodicals Inc
Subjects:
Academic Standards
Bildungsstandards
Case Studies
Curricula
Curriculum Design
Curriculum Development
Educational Change
Goal Orientation
Inquiry
Instructional Materials
Middle School Students
National Standards
Naturwissenschaftlicher Unterricht
Physikunterricht
Projekt
Science Curriculum
Science Education
Secondary School Science
Student Projects
Teaching Methods
Unterricht
Unterrichtsmaterial
ISSN:0036-8326, 1098-237X
Online Access:Get full text
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Summary:Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven design model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our design model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum design, identify design issues in curriculum enactments, and guide the development of design solutions. The iterative use of the learning-goals-driven design model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals.
Bibliography:National Science Foundation - No. ESI 0101780; No. ESI 0439493; No. ESI 0227557
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istex:12BC256CF2C5A9CB1030F56B2451D35D4D307F96
This research was conducted as part of the Investigating and Questioning our World through Science and Technology (IQWST) project and the Center for Curriculum Materials in Science (CCMS). Authorship is in alphabetical order with all authors contributing equally to the conceptualization of the paper.
ArticleID:SCE20240
This research was conducted as part of the Investigating and Questioning our World through Science and Technology (IQWST) project and the Center for Curriculum Materials in Science (CCMS).
Authorship is in alphabetical order with all authors contributing equally to the conceptualization of the paper.
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0036-8326
1098-237X
DOI:10.1002/sce.20240