Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units
Saved in:
| Title: | Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units |
|---|---|
| Language: | English |
| Authors: | Penuel, William R. (ORCID |
| 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 |
| 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. |
|---|---|
| ISSN: | 0737-0008 |
| DOI: | 10.1080/07370008.2021.2010207 |
