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

这是一个提高对实践的理解的项目，这些实践对课程材料的设计至关重要，以便在广泛的教育背景下实施。三个组织——TERC、加州大学伯克利分校劳伦斯科学馆和匹兹堡大学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。来自这三个组织的研究人员将进行并综合一系列回顾性和现场设计实践，广泛和“深入”研究的结果，目标是阐明大规模使用的教育设计概念模型。特别值得关注的是，设计师在制作能够对大量学习者产生有意义影响的课程材料时所采用的过程和策略，以应对关键挑战（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：与设计师的访谈和文件审查，以确定结构性项目特征，这些特征在经验上似乎与规模成功相关；回顾性案例研究，以确定突出的特点和经验教训，从或多或少成功的大规模科学教育设计计划；深入研究（包括参与者观察、访谈、焦点小组讨论和文档分析），在较长一段时间内进行持续的设计实践，探索设计团队如何在开发大规模使用的教育材料时解决关键的设计挑战。

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.