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Title: A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices
Authors: DeBarger, Angela Haydel
Tate, Erika
Beauvineau, Yves
Feng, Mingyu
Schank, Patricia
Heck, Tamara
Williams, Michelle
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: DeBarger, A. H., Tate, E., Beauvineau, Y., Feng, M., Schank, P., Heck, T., & Williams, M. (2014). A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science Practices. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1022-1026.
Abstract: This reflective inquiry delves into the collaborative design process of a technology- based middle school genetics unit. With a lens on science practices, we describe how bridging assessment and curriculum design frameworks can inform decisions in an iterative co-design process. The paper explores the role of these design frameworks in articulating learning goals and outcomes, designing the learning experience to motivate student inquiry, and identifying features of technology tasks and tools to elicit artifacts and evidence. A pilot study with four teachers and 435 students revealed how to enhance elements of the design approach to strengthen the learning goals, improve learning experiences with visualizations, and streamline the flow of the curriculum to emphasize productive patterns of inquiry. Implications of this integrated approach for informing the design of learning environments, the scalability of designs, and teacher practice are discussed.
Appears in Collections:ICLS2014

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