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

Krajcik, Joseph; McNeill, Katherine L.; Reiser, Brian J.

doi:10.1002/sce.20240

Cited by 293 publications

(248 citation statements)

References 37 publications

(38 reference statements)

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“…Educational researchers have suggested that project-based science (PBS) curricula may promote students' understanding of standards-based science more effectively than other curricula (Krajcik, McNeill, & Reiser, 2008). Because students are assessed on the basis of what they know and can do with the science concepts targeted by state and national standards, helping students learn standards-based science is an essential goal.…”

Section: Introductionmentioning

confidence: 99%

“…An investigation project might, for example, require answering a puzzling question about why some finches survived a crisis on a Galápagos island while many others died off or ask students to investigate different causes of disease and how their bodies fight disease (Hug, Krajcik, & Marx, 2005). Studies of investigation PBS curricula suggest that they improve students' meaningful understanding of science (Krajcik et al, 2008;Linn, Bell, & Davis, 2004;Linn & Clark, 1997;Marx et al, 2004;Rivet & Krajcik, 2004;Schneider, 2002). A performance project, on the other hand, might require designing paint, fins, and nose cones to make model rockets go as high as possible (Barron et al, 1998) or designing and building a miniature car and its propulsion system to go over several hills and beyond .…”

Section: Introductionmentioning

confidence: 99%

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Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better support the meaningful understanding of science content. Using existing curriculum design frameworks, we identified the learner's need to "create the demand" for the science content, anticipating how to use it in the performance, and to "apply" the science content, both being necessary to ensure meaningful understanding. Designing the pPBSc I, Bio we discovered how these guiding principles manifested as curriculum design challenges. We generalized from the design of I, Bio and related literature design approaches for addressing each challenge. Finally, we measured the extent to which a pPBSc incorporating these design approaches developed meaningful understanding. 652 middle grades students using I, Bio completed pre-and posttests on the science content behind the I, Bio performance. Our findings provide preliminary evidence that a pPBSc that incorporates these design approaches is consistent with gains in meaningful understanding. We discuss how the results of this work can be used to improve systematic experiments on instructional supports.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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“…In neither case are students substantively engaging in knowledge construction. Thus, in developing Engineer Your World, we engaged in a learning-goals driven approach (Krajcik, McNeill & Reiser, 2008). That is, we worked to specify learning goals before designing specific lessons-so that we could ensure that the lessons would address those goals.…”

Section: Design Principle 2: Specify Specific Course and Unit Learninmentioning

confidence: 99%

“…In particular, these descriptions of practices and concepts do not provide a specific description of what it means to enact or understand them. Thus, we ''unwrapped'' (Ainsworth, 2004) the objectives into learning goals that describe the student actions that would be evidence of their growing understandings (Krajcik et al, 2008). For example, in the Pinholes to Pixels unit, objectives 1 and 2 above (that students would engage in information gathering and creation of functional models) were translated into three learning goals: N 2a.…”

Section: Design Principle 2: Specify Specific Course and Unit Learninmentioning

confidence: 99%

Designing for STEM Integration

Berland¹

2013

Journal of Pre-College Engineering Education Research (J-PEER)

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We are increasingly seeing an emphasis on STEM integration in high school classrooms such that students will learn and apply relevant math and science content while simultaneously developing engineering habits of mind. However, research in both science education and engineering education suggests that this goal of truly integrating STEM is rife with challenges. As such, this paper reports upon the efforts of an NSF-funded project to translate the lessons learned in science classrooms-in which the science learning goals are contextualized within engineering challenges-to engineering classrooms-in which the engineering practices are an additional, and important, learning goal. In particular, this paper identifies design principles for facilitating student application of math and science concepts while they engage in the practices of engineering. We explain the intent and learning theories behind each principle. In addition, we reify each goal by illustrating its application in our yearlong engineering course.

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“…Reform-based curriculum or teaching practices stress depth of knowledge, scientific reasoning, and the practice of science (Krajcik, McNeill, & Reiser, 2008). Thus, it takes time for teachers to learn how to implement reform-based curriculum or teaching practices, even when they have been exposed to effective professional development.…”

Section: Challenges In Scale-up Of Educational Innovationsmentioning

confidence: 99%

Large‐scale interventions in science education for diverse student groups in varied educational settings

Lee

Krajcik

2012

J Res Sci Teach

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Current classroom practices in the U.S. and internationally have largely been shaped by changing student demographics and accountability policies. This special issue includes manuscripts that develop conceptual frameworks or report on empirical studies addressing large-scale interventions of educational innovations for diverse student groups in varied educational settings. Understanding issues related to large-scale interventions will be particularly important for the U.S., as the science education system embraces new science standards [National Research Council, [2011] A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Research Council.]. In our introduction to the special issue, we discuss critical issues in scaling up educational innovations through which large-scale interventions evolve. First, we describe the process of scaling up an educational innovation. Then, we address challenges in scaling up an innovation. Next, we discuss implications that these challenges present to implementation of an innovation and evaluation of its efficacy and effectiveness. Finally, we briefly introduce the articles that appear in this special issue. ß 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 271-280, 2012 Keywords: policy; diversity; equity Internationally, current classroom practices have largely been shaped by changing student demographics and accountability policies. In the U.S., the school-aged population is becoming increasingly more diverse, while achievement gaps across content areas persist and in some areas are increasing. At the same time, more demands are being placed on all students as a result of high-stakes testing and accountability policies. Educational innovations take place against the backdrop of changing student demographics and evolving educational policies.This special issue includes manuscripts that develop conceptual frameworks or report on empirical studies addressing large-scale interventions of educational innovations for diverse student groups in varied educational settings. These manuscripts discuss challenges and failures as well as accomplishments and promises of such efforts. Interventions are defined broadly including, but not limited to, curriculum development, teacher professional

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

Cited by 293 publications

References 37 publications

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Designing for STEM Integration

Large‐scale interventions in science education for diverse student groups in varied educational settings

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