Y. Kali, M. Linn

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Research during the past decade has greatly enriched our knowledge about the ways that curriculum design can impact learning in science. An important contribution comes from design-based research - an emerging methodology. Researchers have sought to synthesize refinement studies of curricular innovations. Frameworks to organize design knowledge are emerging. We demonstrate the potential use of such frameworks to guide the process of curricular design by describing two approaches for synthesizing design knowledge: the design principles and the design patterns approaches. Both approaches view science learning as a process of knowledge integration. These approaches can contribute to courses in curriculum design and help designers build on widely used materials to improve student learning.

Original languageEnglish
Title of host publicationInternational Encyclopedia of Education
Number of pages7
ISBN (Print)9780080448947
StatePublished - 2010
Externally publishedYes

Bibliographical note

Funding Information:
Marcia C. Linn is professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. She directs the National Science Foundation (NSF)-funded Technology-Enhanced Learning in Science (TELS) center. Her board service includes the American Association for the Advancement of Science board, the Graduate Record Examination Board of the Educational Testing Service, the McDonnell Foundation Cognitive Studies in Education Practice board, and the Education and Human Resources Directorate at the National Science Foundation. She is a member of the National Academy of Education. She is a fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Center for Advanced Study in Behavioral Sciences. Her books include Computers, Teachers, Peers (2000) and Internet Environments for Science Education (2004). Awards include the National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education and the Council of Scientific Society Presidents first award for Excellence in Educational Research.


  • Assessment
  • Curriculum
  • Design patterns
  • Design principles
  • Design principles database
  • Knowledge integration
  • Scaffolding
  • Science education
  • Technology-enhanced learning in science (TELS)
  • Web-based inquiry science environment (WISE)

ASJC Scopus subject areas

  • Economics, Econometrics and Finance (all)


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