Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy

被引:181
作者
Krajcik, Joseph [1 ]
McNeill, Katherine L. [2 ]
Reiser, Brian J. [3 ]
机构
[1] Univ Michigan, Sch Educ, Ctr Highly Interact Classrooms Curricula & Comp E, Ann Arbor, MI 48109 USA
[2] Boston Coll, Lynch Sch Educ, Chestnut Hill, MA 02467 USA
[3] Northwestern Univ, SESP, Evanston, IL 60208 USA
关键词
D O I
10.1002/sce.20240
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven design model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our design model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying teaming goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum design, identify design issues in curriculum enactments, and guide the development of design solutions. The iterative use of the learning-goals-driven design model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. (c) 2007 Wiley Periodicals, Inc.
引用
收藏
页码:1 / 32
页数:32
相关论文
共 63 条
  • [41] MCNEILL KL, IN PRESS J RES SCI T
  • [42] Millar R., 1998, 2000 SCI ED FUTURE
  • [43] MOJE EB, 1998, BRIDGING GAP IMPROVI, P227
  • [44] National Research Council (NRC), 1996, NAT SCI ED STAND, DOI DOI 10.17226/4962
  • [45] OECD, 2000, MEAS STUD KNOWL SKIL
  • [46] Enhancing the quality of argumentation in school science[J]. Osborne, J;Erduran, S;Simon, S. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 2004(10)
  • [47] Perkins D., 1998, Teaching for understanding, P39
  • [48] A scaffolding design framework for software to support science inquiry[J]. Quintana, C;Reiser, BJ;Davis, EA;Krajcik, J;Fretz, E;Duncan, RG;Kyza, E;Edelson, D;Soloway, E. JOURNAL OF THE LEARNING SCIENCES, 2004(03)
  • [49] Reiser BJ, 2001, CARN S COGN, P263
  • [50] Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum[J]. Rivet, AE;Krajcik, JS. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 2004(07)