Monitoring multiple aspects of learning when design-based learning meets science education.
Saved in:
| 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
