Science

Y. Kali, M. Linn

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

Abstract

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, Third Edition
PublisherElsevier
Pages468-474
Number of pages7
ISBN (Electronic)9780080448947
DOIs
StatePublished - 1 Jan 2009
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2010 Elsevier Ltd. All rights reserved.

Keywords

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

ASJC Scopus subject areas

  • General Social Sciences

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