Toward a Framework for Co-Designing Complex Technology-Based Science Curricula With Teachers: An Investigation Using Multiple Case Study Methodology

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-4 - Learning Sciences SIG Poster Session

Abstract

Using multiple case study methodology, this paper describes a framework for researchers to co-design complex technology-based science lesson plans together with teachers. It addresses the following research questions: 1. What are assumptions that underlie a co-design process? 2. What are suggested criteria that show that teacher successfully integrated the technology-based science curriculum in their classroom? Our subjects were three teachers who co-designed Bifocal Modeling (BM) units with one researcher. Results suggest that assumptions prior to the co-design process are fundamental to a positive outcome and that co-design is a good methodology to help teachers implement complex technology-enabled curricula in classrooms.

Authors

• Tamar Fuhrmann, Stanford University

• Paulo Blikstein, Stanford University

• Andre Luis Alice Raabe, UNIVALI