| 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 |