Learning-Goals-Driven Design Model: Developing Curriculum Materials that Align with National Standards and Incorporate Project-Based Pedagogy

Autor/inn/en	Krajcik, Joseph; McNeill, Katherine L.; Reiser, Brian J.
Titel	Learning-Goals-Driven Design Model: Developing Curriculum Materials that Align with National Standards and Incorporate Project-Based Pedagogy
Quelle	In: Science Education, 92 (2008) 1, S.1-32 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20240
Schlagwörter	Curriculum Development; Curriculum Design; National Standards; Educational Change; Science Curriculum; Instructional Materials; Academic Standards; Student Projects; Teaching Methods; Science Education; Goal Orientation; Inquiry; Middle School Students; Secondary School Science; Case Studies + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Bildungsreform; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Zielorientierung; Zielvorstellung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Case study; Fallstudie; Case Study
Abstract	Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven design model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our design model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum design, identify design issues in curriculum enactments, and guide the development of design solutions. The iterative use of the learning-goals-driven design model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. (Contains 2 figures and 12 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10