Designing Curriculum Resources and Enactment: Expanding Understanding of Knowledge-in-Use

• In Event: 15.052 - Promoting and Measuring Student Learning and Engagement Through Project-Based Learning: Leveraging Coherence

Abstract

Objectives
Teaching and learning occur in pedagogical and social contexts and are irreducibly co-constituted (Barab and Squire, 2004). The Framework for K-12 Science Education (Framework; NRC, 2012) provides rich opportunities for researchers to design engaging learning environments based upon theoretical conjectures (Sandoval & Bell, 2004). We explore: How do theories foundational to the Framework inform our curriculum design of rich learning environments and, simultaneously, our understandings of scientific competence in social contexts for making sense of natural phenomena?

Theoretical Framework
Knowledge-in-use (Pellegrino & Hilton, 2012) requires assessing a situation and making sense of it using science ideas and making decisions for further action. As such, knowledge-in-use measures the responsiveness to a task itself. We posit that students can approach a new phenomenon, wonder about it and consider what they know about similar phenomena to make strategic decisions for sensemaking (NRC, 2012). To figure out the phenomenon or to find design solutions to problems, learners weigh various possibilities, look to others for ideas and consider ideas based on potential usefulness for the problem and the community.

We apply sociocultural theories of learning and design-based research to iteratively design, develop and test authentic learning environments (Brown, 1992; Lave & Wenger, 1991; Sandoval & Bell, 2004). We build on theories put forth by the Framework by experimenting with intervention designs in situ (ibid).

Methods
Our method of inquiry involves the rapid cyclical process of design, enactment, reflection, revision and then re-enactment of designed learning environments. Over 5 years, our design-based research-practice partnership has included individuals across three universities and participating districts with expertise in multiple disciplines (e.g., Learning science, sociology and psychology; equity and curriculum theory; and instructional design and teacher education).

Data Sources
This study takes place in 29 districts with a variety of classroom profiles. We revise our NGSS and PBL units using observational, video data and observational tools. We collect and review artifacts for redesign. During the school year, we distribute and collect proximal post-tests, and at the end of the year a distal summative assessment. We use multidimensional rubrics to score and describe knowledge-in-use.

Results
Evidence that students developed knowledge-in-use is demonstrated by: depth of usable knowledge; flexibility in applying disciplinary core ideas (DCIs), science and engineering practices (SEPs), and crosscutting concepts (CCCs) to make sense of phenomena; and a robust community perspective, in which students make explicit connections to their local environment. We found rubrics effective in measuring growth in knowledge-in-use on NGSS assessments.

Significance
Knowledge-in-use provides new opportunities to support students in building their capacity to approach unfamiliar problems and phenomenon using ideas that allow explanatory possibilities. We see potential in focusing on disciplinary knowledge coupled with innovation and creativity to develop learners’ capacity to apply SEPs, CCCs, and DCIs for planning and action. Seeing more than one solution to problems and explanations for phenomena is emphasized in the Framework, sociolinguistic theory, and science environment design theory, but not yet encapsulated in science assessment.

Authors

• Emily Adah Miller, University of Georgia

• Samuel Severance, Michigan State University

• Susan Codere, CREATE for STEM at MSU

• Joseph S. Krajcik, Michigan State University