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ERIC Number: ED458127
Record Type: Non-Journal
Publication Date: 2001-Mar-27
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learning Science by Designing Artifacts (LSDA)--A Case Study of the Development of a Design-Based Science Curriculum.
Mamlok, Rachel; Dershimer, Charles; Fortus, David; Krajcik, Joe; Marx, Ron
The purpose of this study was to document the iterative development of a design-based science curriculum called Learning Science by Designing Artifacts (LSDA). The study refers to the enactment of the Safer Cell Phones curriculum in a high school located in the Midwest. The curriculum was a 5- or 9-week unit in an 18-week science elective course. In the initial version of the LSDA curriculum, students were actively engaged in the creation and presentation of their ideas while learning about the field of design and science content. However, the researchers had concerns regarding how well the curriculum was supporting the students in learning science. During this development process, the development team underwent a significant shift in their understanding of the theoretical framework called design-based science (DBS). Over time the researchers changed their ideas toward having students act as product designers using a design cycle instructional framework that incorporated science content. This paper documents how the changes in the curriculum design and the researchers' evolving understanding of DBS are informed and supported by data on student learning and student motivation in the classroom. The results of this work have implications for future reform-based DBS curricula. (Contains 15 references.) (PVD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A