Situationally Embodied Curriculum: Relating Formalisms and Contexts

Autor/inn/en	Barab, Sasha; Zuiker, Steve; Warren, Scott; Hickey, Dan; Ingram-Goble, Adam; Kwon, Eun-Ju; Kouper, Inna; Herring, Susan C.
Titel	Situationally Embodied Curriculum: Relating Formalisms and Contexts
Quelle	In: Science Education, 91 (2007) 5, S.750-782 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20217
Schlagwörter	Grade 4; Student Participation; Curriculum Development; High School Students; Case Studies; Textbooks; Special Needs Students; Standardized Tests; Educational Environment; Science Education; Test Items; Comparative Analysis + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Textbook; Text book; Schulbuch; Lehrbuch; Sonderpädagogischer Förderbedarf; Standadised tests; Standardisierter Test; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Naturwissenschaftliche Bildung; Test content; Testaufgabe
Abstract	This study describes an example of design-based research in which we make theoretical improvements in our understanding, in part based on empirical work, and use these to revise our curriculum and, simultaneously, our evolving theory of the relations between contexts and disciplinary formalisms. Prior to this study, we completed a first cycle of design revisions to a game-based ecological sciences curriculum to make more apparent specific domain concepts associated with targeted learning standards. Of particular interest was using gaming principles to embed standards-based science concepts in the curricular experience without undermining the situative embodiment central to our design philosophy. In Study One reported here, the same first-cycle elementary teacher used the refined second-cycle curriculum, again with high-ability fourth graders. We then analyzed qualitative and quantitative data on student participation and performance to further refine our theory and revise the curriculum. In Study Two, another teacher implemented a further refined second-cycle curriculum with lower achieving fourth graders, including several students labeled as having special needs. We use the design trajectory and results to illustrate and warrant the creation of a situationally embodied curriculum that supports the learning of specific disciplinary formalisms. (Contains 1 table and 4 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10