Using a Logic Model to Direct Backward Design of Curriculum

Contemporary approaches to STEM course design typically encourage the backward design of curricula. This is to say that the learning activities and assessments of the course are explicitly guided by the learning outcomes of the course. Less discussed is the fact that this paradigm is also used in no...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Aria Mia Loberti, Bryan M. Dewsbury
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/ae65a7b4fc214c20aa5ade1b4d33e767
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:ae65a7b4fc214c20aa5ade1b4d33e767
record_format	dspace
spelling	oai:doaj.org-article:ae65a7b4fc214c20aa5ade1b4d33e7672021-11-15T15:04:14ZUsing a Logic Model to Direct Backward Design of Curriculum10.1128/jmbe.v19i3.16381935-78851935-7877https://doaj.org/article/ae65a7b4fc214c20aa5ade1b4d33e7672018-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i3.1638https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Contemporary approaches to STEM course design typically encourage the backward design of curricula. This is to say that the learning activities and assessments of the course are explicitly guided by the learning outcomes of the course. Less discussed is the fact that this paradigm is also used in nonacademic settings. From this perspective, drawing from the nonacademic world, we discuss the use of a logic model approach as a structured, orderly way to implement backward design. We use the design and implementation of an introductory biology class to illustrate how a logic model template helped frame our inclusive, Freirean approach to teaching and learning.Aria Mia LobertiBryan M. DewsburyAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 3 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Aria Mia Loberti Bryan M. Dewsbury Using a Logic Model to Direct Backward Design of Curriculum
description	Contemporary approaches to STEM course design typically encourage the backward design of curricula. This is to say that the learning activities and assessments of the course are explicitly guided by the learning outcomes of the course. Less discussed is the fact that this paradigm is also used in nonacademic settings. From this perspective, drawing from the nonacademic world, we discuss the use of a logic model approach as a structured, orderly way to implement backward design. We use the design and implementation of an introductory biology class to illustrate how a logic model template helped frame our inclusive, Freirean approach to teaching and learning.
format	article
author	Aria Mia Loberti Bryan M. Dewsbury
author_facet	Aria Mia Loberti Bryan M. Dewsbury
author_sort	Aria Mia Loberti
title	Using a Logic Model to Direct Backward Design of Curriculum
title_short	Using a Logic Model to Direct Backward Design of Curriculum
title_full	Using a Logic Model to Direct Backward Design of Curriculum
title_fullStr	Using a Logic Model to Direct Backward Design of Curriculum
title_full_unstemmed	Using a Logic Model to Direct Backward Design of Curriculum
title_sort	using a logic model to direct backward design of curriculum
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/ae65a7b4fc214c20aa5ade1b4d33e767
work_keys_str_mv	AT ariamialoberti usingalogicmodeltodirectbackwarddesignofcurriculum AT bryanmdewsbury usingalogicmodeltodirectbackwarddesignofcurriculum
_version_	1718428268072271872

Using a Logic Model to Direct Backward Design of Curriculum

Ejemplares similares