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

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Title: Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units
Language: English
Authors: Penuel, William R. (ORCID 0000-0001-7096-6669), Allen, Anna-Ruth, Henson, Kate, Campanella, Melissa (ORCID 0000-0002-1554-9958), Patton, Rachel, Rademaker, Kristin (ORCID 0000-0002-8414-0830), Reed, Will, Watkins, Douglas (ORCID 0000-0002-7302-8763), Wingert, Kerri, Reiser, Brian (ORCID 0000-0002-2961-0385), Zivic, Aliza
Source: Cognition and Instruction. 2022 40(1):148-170.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: 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
DOI: 10.1080/07370008.2021.2010207
ISSN: 0737-0008
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1333279
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units
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  Data: <searchLink fieldCode="AR" term="%22Penuel%2C+William+R%2E%22">Penuel, William R.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7096-6669">0000-0001-7096-6669</externalLink>)<br /><searchLink fieldCode="AR" term="%22Allen%2C+Anna-Ruth%22">Allen, Anna-Ruth</searchLink><br /><searchLink fieldCode="AR" term="%22Henson%2C+Kate%22">Henson, Kate</searchLink><br /><searchLink fieldCode="AR" term="%22Campanella%2C+Melissa%22">Campanella, Melissa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1554-9958">0000-0002-1554-9958</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patton%2C+Rachel%22">Patton, Rachel</searchLink><br /><searchLink fieldCode="AR" term="%22Rademaker%2C+Kristin%22">Rademaker, Kristin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8414-0830">0000-0002-8414-0830</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reed%2C+Will%22">Reed, Will</searchLink><br /><searchLink fieldCode="AR" term="%22Watkins%2C+Douglas%22">Watkins, Douglas</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7302-8763">0000-0002-7302-8763</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wingert%2C+Kerri%22">Wingert, Kerri</searchLink><br /><searchLink fieldCode="AR" term="%22Reiser%2C+Brian%22">Reiser, Brian</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2961-0385">0000-0002-2961-0385</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zivic%2C+Aliza%22">Zivic, Aliza</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Cognition+and+Instruction%22"><i>Cognition and Instruction</i></searchLink>. 2022 40(1):148-170.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 23
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Curriculum%22">Science Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Units+of+Study%22">Units of Study</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Workshops%22">Teacher Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Material+Development%22">Material Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Brainstorming%22">Brainstorming</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 10.1080/07370008.2021.2010207
– Name: ISSN
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  Data: 0737-0008
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  Data: 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.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1333279
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        Value: 10.1080/07370008.2021.2010207
    Languages:
      – Text: English
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      – SubjectFull: Science Instruction
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