Monitoring multiple aspects of learning when design-based learning meets science education.
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| Title: | Monitoring multiple aspects of learning when design-based learning meets science education. |
|---|---|
| Authors: | Stammes, Hanna1 (AUTHOR) hanna.stammes@ru.nl, Henze, Ineke1 (AUTHOR), Barendsen, Erik1,2 (AUTHOR), de Vries, Marc3 (AUTHOR) |
| Source: | International Journal of Technology & Design Education. Apr2026, Vol. 36 Issue 2, p641-661. 21p. |
| Subject Terms: | *Formative evaluation, *Design education, *Secondary education, *Reflective teaching, *Science education, *Chemistry education, *Student engagement, *Educational outcomes |
| Abstract: | Curricular reforms are increasingly positioning design-based learning as an integral part of secondary school science education. This growing emphasis is posing challenges for science teachers. One such challenge concerns the formative assessment of student learning in a context known for its wide range of potential learning goals. This study sought to explore this underexamined area by investigating an experienced chemistry teacher's formative assessment reasoning. We were specifically interested in the breadth of aspects of learning that a science teacher may focus on in a design context. We collected data during weekly reflection conversations with the teacher, conducted over the course of her implementation of a design project for 10th-grade chemistry education. Qualitative data analysis showed that the teacher monitored diverse aspects of learning, namely students' chemical thinking, design practices, research practices, social interactions, ownership, behaviour and emotions. The case furthermore showed how the teacher connected different aspects of learning which could support her interpretation of student learning, but also demonstrated tensions between desired learning outcomes. The findings offer suggestions for future development of design-based learning frameworks, and for teacher educators who seek to support teachers' formative assessment in contexts where design and science meet. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192418120 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Monitoring multiple aspects of learning when design-based learning meets science education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stammes%2C+Hanna%22">Stammes, Hanna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hanna.stammes@ru.nl</i><br /><searchLink fieldCode="AR" term="%22Henze%2C+Ineke%22">Henze, Ineke</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barendsen%2C+Erik%22">Barendsen, Erik</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22de+Vries%2C+Marc%22">de Vries, Marc</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Apr2026, Vol. 36 Issue 2, p641-661. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Design+education%22">Design education</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Curricular reforms are increasingly positioning design-based learning as an integral part of secondary school science education. This growing emphasis is posing challenges for science teachers. One such challenge concerns the formative assessment of student learning in a context known for its wide range of potential learning goals. This study sought to explore this underexamined area by investigating an experienced chemistry teacher's formative assessment reasoning. We were specifically interested in the breadth of aspects of learning that a science teacher may focus on in a design context. We collected data during weekly reflection conversations with the teacher, conducted over the course of her implementation of a design project for 10th-grade chemistry education. Qualitative data analysis showed that the teacher monitored diverse aspects of learning, namely students' chemical thinking, design practices, research practices, social interactions, ownership, behaviour and emotions. The case furthermore showed how the teacher connected different aspects of learning which could support her interpretation of student learning, but also demonstrated tensions between desired learning outcomes. The findings offer suggestions for future development of design-based learning frameworks, and for teacher educators who seek to support teachers' formative assessment in contexts where design and science meet. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192418120 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10798-025-10009-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 641 Subjects: – SubjectFull: Formative evaluation Type: general – SubjectFull: Design education Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Reflective teaching Type: general – SubjectFull: Science education Type: general – SubjectFull: Chemistry education Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Educational outcomes Type: general Titles: – TitleFull: Monitoring multiple aspects of learning when design-based learning meets science education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stammes, Hanna – PersonEntity: Name: NameFull: Henze, Ineke – PersonEntity: Name: NameFull: Barendsen, Erik – PersonEntity: Name: NameFull: de Vries, Marc IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09577572 Numbering: – Type: volume Value: 36 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Technology & Design Education Type: main |
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