Transforming standards into classrooms for knowledge-in-use: an effective and coherent project-based learning system
Abstract Global science education reform calls for developing student knowledge-in-use that applies the integrated knowledge of core ideas and scientific practices to make sense of phenomena or solve problems. Knowledge-in-use development requires a long-term, standards-aligned, coherent learning sy...
Ausführliche Beschreibung
Autor*in: |
Peng He [verfasserIn] Joseph Krajcik [verfasserIn] Barbara Schneider [verfasserIn] |
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Englisch |
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2023 |
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In: Disciplinary and Interdisciplinary Science Education Research - SpringerOpen, 2020, 5(2023), 1, Seite 23 |
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Übergeordnetes Werk: |
volume:5 ; year:2023 ; number:1 ; pages:23 |
Links: |
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DOI / URN: |
10.1186/s43031-023-00088-z |
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DOAJ098736884 |
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Transforming standards into classrooms for knowledge-in-use: an effective and coherent project-based learning system |
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Abstract Global science education reform calls for developing student knowledge-in-use that applies the integrated knowledge of core ideas and scientific practices to make sense of phenomena or solve problems. Knowledge-in-use development requires a long-term, standards-aligned, coherent learning system, including curriculum and instruction, assessment, and professional learning. This paper addresses the challenge of transforming standards into classrooms for knowledge-in-use and presents an iterative design process for developing a coherent and standards-aligned learning system. Using a project-based learning approach, we present a theory-driven, empirically validated learning system aligned with the U.S. science standards, consisting of four consecutive curriculum and instruction materials, assessments, and professional learning to support students’ knowledge-in-use in high school chemistry. We also present the iterative development and testing process with empirical evidence to support the effectiveness of our learning system in a five-year NSF-funded research project. This paper discusses the theoretical perspectives of developing an NGSS-aligned, coherent, and effective learning system and recaps the development and testing process by unpacking all essential components in our learning system. We conclude that our theory-driven and empirically validated learning system would inform high school teachers and researchers across countries in transforming their local science standards into curriculum materials to support students’ knowledge-in-use development. |
abstractGer |
Abstract Global science education reform calls for developing student knowledge-in-use that applies the integrated knowledge of core ideas and scientific practices to make sense of phenomena or solve problems. Knowledge-in-use development requires a long-term, standards-aligned, coherent learning system, including curriculum and instruction, assessment, and professional learning. This paper addresses the challenge of transforming standards into classrooms for knowledge-in-use and presents an iterative design process for developing a coherent and standards-aligned learning system. Using a project-based learning approach, we present a theory-driven, empirically validated learning system aligned with the U.S. science standards, consisting of four consecutive curriculum and instruction materials, assessments, and professional learning to support students’ knowledge-in-use in high school chemistry. We also present the iterative development and testing process with empirical evidence to support the effectiveness of our learning system in a five-year NSF-funded research project. This paper discusses the theoretical perspectives of developing an NGSS-aligned, coherent, and effective learning system and recaps the development and testing process by unpacking all essential components in our learning system. We conclude that our theory-driven and empirically validated learning system would inform high school teachers and researchers across countries in transforming their local science standards into curriculum materials to support students’ knowledge-in-use development. |
abstract_unstemmed |
Abstract Global science education reform calls for developing student knowledge-in-use that applies the integrated knowledge of core ideas and scientific practices to make sense of phenomena or solve problems. Knowledge-in-use development requires a long-term, standards-aligned, coherent learning system, including curriculum and instruction, assessment, and professional learning. This paper addresses the challenge of transforming standards into classrooms for knowledge-in-use and presents an iterative design process for developing a coherent and standards-aligned learning system. Using a project-based learning approach, we present a theory-driven, empirically validated learning system aligned with the U.S. science standards, consisting of four consecutive curriculum and instruction materials, assessments, and professional learning to support students’ knowledge-in-use in high school chemistry. We also present the iterative development and testing process with empirical evidence to support the effectiveness of our learning system in a five-year NSF-funded research project. This paper discusses the theoretical perspectives of developing an NGSS-aligned, coherent, and effective learning system and recaps the development and testing process by unpacking all essential components in our learning system. We conclude that our theory-driven and empirically validated learning system would inform high school teachers and researchers across countries in transforming their local science standards into curriculum materials to support students’ knowledge-in-use development. |
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title_short |
Transforming standards into classrooms for knowledge-in-use: an effective and coherent project-based learning system |
url |
https://doi.org/10.1186/s43031-023-00088-z https://doaj.org/article/2b821b851e834c45a095c1ac9b40bddc https://doaj.org/toc/2662-2300 |
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author2 |
Joseph Krajcik Barbara Schneider |
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Joseph Krajcik Barbara Schneider |
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LB - Theory and Practice of Education |
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doi_str |
10.1186/s43031-023-00088-z |
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up_date |
2024-07-03T18:55:09.035Z |
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