EDeR. Educational Design Research最新文献_第7页

Design as critical engagement in and for education 设计是教育的关键环节

EDeR. Educational Design Research Pub Date : 1900-01-01 DOI: 10.15460/EDER.1.1.1023

Christoph Richter, H. Allert

引用次数: 11

Implementing an Intervention into a Grade Six Learning Environment: A Design-Based Research Framework 六年级学习环境干预的实施:基于设计的研究框架

EDeR. Educational Design Research Pub Date : 1900-01-01 DOI: 10.15460/EDER.3.1.1388

Deborah Lambert, M. Jacobsen

{"title":"Implementing an Intervention into a Grade Six Learning Environment: A Design-Based Research Framework","authors":"Deborah Lambert, M. Jacobsen","doi":"10.15460/EDER.3.1.1388","DOIUrl":"https://doi.org/10.15460/EDER.3.1.1388","url":null,"abstract":"Educators in some Canadian schools are especially challenged in developing innovative pedagogical approaches that can intellectually engage their students in deep learning of core curriculum content, while equipping them with 21st century competencies. In this paper, we discuss some key ideas on how an intervention, the design and building of digital video games, was implemented and explored, to address this challenge, in four grade 6 social studies classes at a Calgary charter school, utilizing a design-based research framework. Findings revealed that: (i) to effectively implement this intervention in the classroom context, teachers needed to shift/modify their design of instructional activities compared to how they would normally design them in their social studies classes to teach the same chosen content; and (ii) the intervention, as implemented, seem to have the potential to be an effective innovative pedagogy for deep learning and one that promotes the intellectual engagement of students and their development and application of 21st century competencies. Some implications of these findings for the implementation of interventions in school, in terms of transforming the classroom environment, assessing the type of theoretical support needed, using design-based research as an effective framework to study how interventions and developing policy for the implementation of interventions are listed for K-12 educators, school jurisdictions and Alberta Education.","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114215044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Design principles as a bridge between contexts: From innovation in the science museum to transformation in formal education 设计原则作为语境之间的桥梁:从科学博物馆的创新到正规教育的转变

EDeR. Educational Design Research Pub Date : 1900-01-01 DOI: 10.15460/EDER.1.1.1059

S. Leonard, Robert Fitzgerald, Stuart Kohlhagen, Mark W. Johnson

{"title":"Design principles as a bridge between contexts: From innovation in the science museum to transformation in formal education","authors":"S. Leonard, Robert Fitzgerald, Stuart Kohlhagen, Mark W. Johnson","doi":"10.15460/EDER.1.1.1059","DOIUrl":"https://doi.org/10.15460/EDER.1.1.1059","url":null,"abstract":"This paper responds to Euler's consideration of the use of design principles to bridge between knowledge production and practice design in the first issue of this journal; and particularly to the question he left open on how design principles should be formulated more concretely. It does so by extending the discussion of the use of Sandoval's approach of 'conjecture mapping'. In this discussion article, we reflect upon our own efforts at a related form of 'bridge building', specifically on work to span the gap in practice designs between the contexts of science museums and more formal education settings. Museums offer opportunities for educational innovation. The evidence of impact of such innovation on the more formal le- arning environments, however, has been limited. Teachers in formal settings, it appears, tend to adopt individual exemplar activities, but do not transfer the innovative approaches to their wider practice. The ambition of the project we examine here was to design teacher professional learning activities that allow participants to move beyond a focus on the specifications of a specific innovation and instead appreciate - to make concrete - the design principles in use. We will argue that conjecture mapping has been useful making design principles concrete but, in doing so, will point to the need for further research","PeriodicalId":145708,"journal":{"name":"EDeR. Educational Design Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116672366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Design-based research in economic education 经济教育中基于设计的研究

EDeR. Educational Design Research Pub Date : 1900-01-01 DOI: 10.15460/EDER.2.2.1271

D. Euler, Michèle Collenberg

引用次数: 2

Playing with rusty nails: ‘Conceptual tinkering’ for ‘next’ practice 玩生锈的钉子:为“下一步”练习做“概念性的修补”

EDeR. Educational Design Research Pub Date : 1900-01-01 DOI: 10.15460/EDER.1.1.1027

S. Leonard, Sarah Belling, Alexandra Morris, E. Reynolds

引用次数: 8