Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Although curriculum design has a long tradition in physics education research (PER), it is often criticized for unclear or inconsistent methodologies. One reason is that the theory-into-practice aspect freq...

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Autores principales:	Claudia Haagen-Schützenhöfer, Martin Hopf
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/159cbbc485114cdca8f4cfdaf10a9bbc
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spelling	oai:doaj.org-article:159cbbc485114cdca8f4cfdaf10a9bbc2021-12-02T14:23:35ZDesign-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics10.1103/PhysRevPhysEducRes.16.0201522469-9896https://doaj.org/article/159cbbc485114cdca8f4cfdaf10a9bbc2020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020152http://doi.org/10.1103/PhysRevPhysEducRes.16.020152https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Although curriculum design has a long tradition in physics education research (PER), it is often criticized for unclear or inconsistent methodologies. One reason is that the theory-into-practice aspect frequently remains blurred. Only a few curriculum projects have given insight into the rule-guided translation of learning theories into curricula and curriculum materials. This paper reports how design-based research (DBR) was used as a framework for systematic curriculum development during a six-year-long project on a middle school optics curriculum. One key feature of DBR is to deduce design principles from theoretical and empirical foundations, apply them in the creation of a curriculum, and refine them in response to data collected during successions of implementation. The design principles guide and structure the iterative cycles of design—intervention—redesign and make a systematic and nevertheless flexible design process transparent. We provide the level of detail needed to make clear how design principles were developed and applied in the creation of the optics curriculum. In addition, we use many examples to illustrate how and why the initial set of design principles was refined. We report the results of a large scale evaluation of the curriculum that shows its superiority to conventional instruction. Finally, we summarize the lessons learned during this project. This shall support other scholars in designing and implementing curricula.Claudia Haagen-SchützenhöferMartin HopfAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020152 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Claudia Haagen-Schützenhöfer Martin Hopf Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Although curriculum design has a long tradition in physics education research (PER), it is often criticized for unclear or inconsistent methodologies. One reason is that the theory-into-practice aspect frequently remains blurred. Only a few curriculum projects have given insight into the rule-guided translation of learning theories into curricula and curriculum materials. This paper reports how design-based research (DBR) was used as a framework for systematic curriculum development during a six-year-long project on a middle school optics curriculum. One key feature of DBR is to deduce design principles from theoretical and empirical foundations, apply them in the creation of a curriculum, and refine them in response to data collected during successions of implementation. The design principles guide and structure the iterative cycles of design—intervention—redesign and make a systematic and nevertheless flexible design process transparent. We provide the level of detail needed to make clear how design principles were developed and applied in the creation of the optics curriculum. In addition, we use many examples to illustrate how and why the initial set of design principles was refined. We report the results of a large scale evaluation of the curriculum that shows its superiority to conventional instruction. Finally, we summarize the lessons learned during this project. This shall support other scholars in designing and implementing curricula.
format	article
author	Claudia Haagen-Schützenhöfer Martin Hopf
author_facet	Claudia Haagen-Schützenhöfer Martin Hopf
author_sort	Claudia Haagen-Schützenhöfer
title	Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics
title_short	Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics
title_full	Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics
title_fullStr	Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics
title_full_unstemmed	Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics
title_sort	design-based research as a model for systematic curriculum development: the example of a curriculum for introductory optics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/159cbbc485114cdca8f4cfdaf10a9bbc
work_keys_str_mv	AT claudiahaagenschutzenhofer designbasedresearchasamodelforsystematiccurriculumdevelopmenttheexampleofacurriculumforintroductoryoptics AT martinhopf designbasedresearchasamodelforsystematiccurriculumdevelopmenttheexampleofacurriculumforintroductoryoptics
_version_	1718391411418595328

Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics

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