Understanding Instructors' Reflections on Conjecture Maps and Their Impact on Design-Based Research

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-13 - STEM Teacher Education and Cognition

Abstract

This paper lays out a framework for researchers to incorporate instructor feedback into iterative design-based research (DBR). Using Sandoval’s (2013) method of conjecture mapping to create curriculum to teach students debugging practices, we set out to learn how instructors thought about a design within their own classroom. Analysis of instructors’ reflections on conjecture maps required the development of an analytical tool that tracks causal connections, mediating outcomes, and re-designs. Here we argue for involving teachers directly in the process of reflecting on conjecture maps and offer a method of tracking instructor feedback of conjecture maps.

Authors

• Zachary David Ryan, Indiana University - Bloomington

• David DeLiema, University of California - Berkeley

• Dor Abrahamson, University of California - Berkeley