Collaborative research: Understanding and improving curriculum materials design practices for effective 'large scale' implementation in science

这是一个项目，目的是提高对在广泛的教育背景下实施的课程材料的设计至关重要的做法的理解。 三个组织- TERC，加州大学伯克利分校的劳伦斯科学大厅和匹兹堡大学的学习研究与发展中心-将合作探索和编纂实践，以提高大规模实施的K-12科学课程材料设计的成功。 来自这三个组织的调查人员将进行一系列回顾性和现场设计实践，广泛和“深入”研究的结果，并进行综合，目的是阐明大规模使用的教育设计的概念模型。 特别令人关注的是设计者用来解决制作能够对大量学习者产生有意义影响的课程材料的关键挑战的过程和策略（例如，实现深刻的理解和丰富的表现，连接和利用不同的社会和文化经验，并促进在不同和资源有限的环境中实施）。 这些问题将从不同的角度进行探讨，包括：与设计师和文件审查，以确定结构项目的特点，似乎是经验与规模的成功;回顾性的案例研究，以确定突出的特点和经验教训，从更多和更不成功的大规模科学教育设计倡议;和深度潜水（包括参与者观察，访谈，焦点小组讨论和文件分析），以持续的设计实践，在较长的一段时间内，探索设计团队如何解决关键的设计挑战，同时开发大规模使用的教育材料。

This is a project to improve understanding of practices critical to the design of curricular materials for implementation in a broad range of educational contexts. Three organizations - TERC, the University of California-Berkeley's Lawrence Hall of Science, and the University of Pittsburgh's Learning Research and Development Center - will collaborate to explore and codify practices that enhance the success of efforts to design K-12 science curriculum materials for large-scale implementation. Investigators from these three organizations will conduct and synthesize results from a series of retrospective and live-design practice, broad and 'deep dive' studies, with the goal of articulating a conceptual model of educational design for large-scale use. Of particular concern are the processes and strategies designers employ to address key challenges to producing curricular materials capable of having meaningful impacts on large numbers of learners (e.g., to achieve deep understanding and rich performance, to connect to and leverage diverse social and cultural experiences, and to facilitate implementation in diverse and resource-limited settings). These issues will be explored from a variety of perspectives, including: interviews with designers and document reviews to identify structural project characteristics that appear to be empirically associated with scaling success; retrospective case studies to identify salient features and lessons learned from more and less successful large-scale design initiatives for science education; and deep dives (involving participant-observation, interviews, focus group discussions, and document analysis) into sustained design practices over an extended period to explore how design teams address key design challenges while developing educational materials for large-scale use.