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|Title:||Tensions and Tradeoffs in a "Design for Science" Classroom: The "Forces in Balloon" Lecture|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Leonard, M. & Derry, S. (2006). Tensions and Tradeoffs in a "Design for Science" Classroom: The "Forces in Balloon" Lecture. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 411-417). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||"Design for science" curricula employ engineering-type design challenges as means for students to learn science concepts as well as skills in science and design. Teaching science in the context of engineering design, however, is not straightforward; it creates certain tensions and requires tradeoffs. This paper represents part of a larger study that examines and describes tensions and tradeoffs in a "design for science" classroom, Learning by DesignTM. We examine tensions in a lecture on forces in which the teacher finds herself challenged to build representational bridges between students' designed artifacts and abstract science concepts. Constrained by time and difficulty of the concepts, the teacher chooses a tradeoff that uses a lecture to provide students a model for the science underlying their designs. Our examination reveals the teacher's struggle with representation, the requirement that she engage in modeling, and the importance of in-depth pedagogical content knowledge to successful design-based science instruction.|
|Appears in Collections:||ICLS 2006|
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