Co-Design Dynamics in Community Science Education: Teachers, Researchers, and Community Partners

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Science Teaching and Learning: Curriculum

Abstract

Co-design in research-practice partnerships (RPP) accounts for teacher visions and contextual factors in the adaptation of technology-supported curricula. Co-design shifts the focus of curriculum development from fidelity to integrity. Research on co-design often focuses on teacher perspectives, with little discussion of the learning of researchers and community partners. This study examined the trajectories and enabling conditions for co-design among researchers, teachers, and state park educators in a community science RPP. Findings highlight the emergent and iterative nature of co-design to broaden participants’ expertise and roles. Conditions that facilitated co-design included institutional and social support, resources, and teacher pedagogical visions. The study contributes to ways of understanding and studying curricular innovations as a shared challenge that requires co-design and co-enactment.

Authors

• Ha Nguyen, University of California - Irvine

• Rossella Santagata, University of California - Irvine

• Mark Warschauer, University of California - Irvine