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AAASMichigan State University Northwestern UniversityUniversity of Michigan
Center for Curriculum Materials in Science
This work is funded by the National Science Foundation (ES 0101780 and 0227557).
Any opinions, findings and recommendations expressed in the materials are those of the authors.
Joseph Krajcik
Professor of Science Education
Center for Highly Interactive Classrooms,
Curriculum and Computers for Education
The University of Michigan
Learning-Goals-Driven Design: Developing Instructional Materials that Align with Learning Goals and
Project-based Pedagogy
What will we do today
• Examine why we should redesign curriculum
• Describe the IQWST Project• Explore what is meant by
curriculum coherence• Discuss our design principles• Share some of our findings• Discuss
Why redesign curriculum?
Inadequate Science MaterialsScience curriculum materials• Cover many topics at a superficial level• Focus on technical vocabulary• Fail to consider students’ prior knowledge • Lack coherent explanations of real-world
phenomena • Provide students with few opportunities to
develop explanations of phenomena
Solution - Design the Next Generation of Middle School Science
MaterialsInvestigating and Questioning our World through Science
and Technology (IQWST)• Utilizes a coordinated approach for 6th through 8th
science curriculum materials• Uses a learning goals driven design model• Applies what we know about student learning• Supports students in developing understandings of the
big ideas of science (both content & scientific practices)• Engages students in complex tasks • Is supported through a 5-year NSF grant
• Based on work from Phase 1• Finishing Year 2 of Phase 2
IQWST SCOPE AND SEQUENCE
PHYSICS CHEMISTRY BIOLOGY EARTH SCIENCE 6th
Grade Light & its interaction with matter
Particulate nature of matter & phase changes
Survival: From organisms to ecosystems
Water & rock cycles
7th Grade
Conservation & transformation of energy
Chemical reactions of substances
Biological organization & development: Cells to systems
Surface & atmospheric processes behind weather and climate
8th Grade
Laws of motion
Chemical reactions occur all around us
Heredity, Natural selection
Large-scale geological processes on Earth & other planets
Coordinated curriculum
Overview: Design & Development Model
• Learning-goals driven design• Focus on big ideas of science• Coordinated curriculum: Understanding of scientific content and
practices builds across the school year (6th grade) and across middle school (6-8th grades)
• Inter and Intra unit coherence • Project-based learning• Teachers involved with design, development, and feedback• Revisions based on data
• Classroom observation and analysis • Pre/post tests • Pilot enactments • Scientists’ input • Project 2061 feedback• Teacher feedback
Smell Unit Overview• 8-week, project-based unit for 6th grade students• Driving Question: How can I smell things from across the
room?• Contextualized within real-world phenomena• Three Learning Sets, 15 Lessons
• Learning Set 1: Students construct models to help them understand the particle nature of matter while focusing on the behavior of gases
• Learning Set 2: How models help to explain why different materials have different properties
• Learning Set 3: Using models to explain phase changes• Ideas from all three learning sets are brought together
through a culminating final task in which students use their knowledge of the particle model.
Unit Learning GoalsAAAS 4D/M1: All matter is made up of atoms, which are far too small to see directly through a microscope. The atoms of any element are alike but are different from atoms of other elements. Atoms may stick together in well-defined molecules or may be packed together in large arrays. Different arrangements of atoms into groups compose all substances. AAAS 4D/M3: Atoms and molecules are perpetually in motion. In solids, the atoms are closely locked in position and can only vibrate. In liquids, the atoms or molecules have higher energy, are more loosely connected, and can slide past one another; some molecules may get enough energy to escape into a gas. In gases, the atoms or molecules have still more energy and are free of one another except during occasional collisions. Increased temperature means greater average energy of motion, so most substances expand when heated. NRC B5-8: 1A: A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the substance
Central Practice: Modeling
Why modeling?• Particulate nature of matter is an abstract
concept• Scientists use models to better understand
phenomena• Students develop models to better understand
phenomena• Role of teacher
• Help students understand models and the practice of modeling
Curriculum CoherenceCurricular coherence: the alignment of the specified
topics, the depth at which the topic is to be studied, and the sequencing of the topics within each grade and across the grades (Schmidt, Wang & McKnight, 2005)
Curriculum coherence leads to integrated understanding in learners
Coherence in IQWST (Shwartz, et al., 2008)• Learning goal coherence: selecting key learning
goals that build on each other • Intra-unit coherence: coordination between content
learning goals, scientific practices, and curricular activities within a project-based framework
• Inter-unit coherence: coordination among project-based units that support multidisciplinary connections.
Built on Big IdeasBig ideas
• Include both content and scientific practices
• Help learners to understand a variety of different phenomena within and across science disciplines
• Provide a framework for thinking about the long-term development of student understanding
• Allow designers to revisit ideas throughout the curriculum so that student understanding becomes progressively more refined, developed and elaborated
• Help satisfy learning-goals coherence requirement
Development of Science Ideas:What typically happens
Physics Chem EarthScience
LifeScience
6th
7th
8th
StudentUnderstanding
What happens in IQWST
Physics Chem EarthScience
LifeScience
6th
7th
8th
StudentUnderstanding
Development of Scientific Practices: What Typically Happens
Physics Chem EarthScience
LifeScience
6th
7th
8th
StudentUnderstanding
What happens in IQWST
Physics Chem EarthScience
LifeScience
6th
7th
8th
StudentUnderstanding
Coherence within the “Smell” Unit
• Learning goals coherence: big ideas of science• Particle model of matter
• Intra-unit coherence: coordination between content learning goals, scientific practices, and curricular activities within a project-based framework
Energy & energy transfer
Properties of matter
Cells to systems
Weather and climate
Behavior of light
Particlenature of matter
Organisms in their ecosystems
Water cycle
How do I get the energy to do things?
What is food? Does it have
energy?
How do we get energy from
food?
How do plants make food?
Inter-Unit Coherence
Learning Goal Driven Design
Developing Learning Goals
Step1: Select the most important big ideas / content standards
Step 2: Unpack the content standards
Step 3: Unpack the practices
Step 4: Create learning performances and specify evidence
Helps to meet learning-goal coherence for a unit!
Step 1: Select Important Content Standards
Use Big Ideas of Science
Atoms and molecules are perpetually in motion. In gases, the atoms or molecules still have more energy and are free of one another except during occasional collisions.
Step #2: Unpack Content Standard
Interpret the StandardAtoms and molecules are perpetually in motion. In solids, the atoms are closely locked in position and can only vibrate. In liquids, the atoms or molecules have higher energy, are more loosely connected, and can slide past one another; some molecules may get enough energy to escape into a gas. In gases, the atoms or molecules have still more energy and are free of one another except during occasional collisions. Increased temperature means greater average energy of motion, so most substances expand when heated.
Part A: Interpret the Big Idea/Content Standard• Decompose into related concepts• Clarify the different concepts• Consider what other concepts are needed• Make links if needed to other standards
Step #2: Unpack Content StandardPart B: Identify students’ prior knowledge
• Students prior knowledge• Possible misconceptions
Student Prior Knowledge• Matter consists in three phases: solids, liquids and gases• Matter has mass and volume• A gas has mass and volumePossible misconceptions• Matter is continuous• Gas are not matter
Step #3: Unpack Practice
• Why consider the practice?• Describes what it means for learners to “understand” a
scientific concept
• Specifies how we want students to use the content knowledge
• Clarifies how the knowledge is used in reasoning about scientific questions and phenomena
Step #3: Unpack PracticeExample - Modeling (MoDeLS group Northwestern, MSU and UM)• Models are often used to think about processes that happen… too quickly, or
on too small a scale to observe directly… (AAAS, 1993, 11B: 1, 6-8)• Central to what scientists do• Aspects of modeling
• Construct: Learners construct models by selecting entities and relationships through an explicit deliberative process of considering alternatives, evaluating fit with scientific knowledge and evidence.
• Use: Learners use a model to illustrate, explain and predict well-known and new aspects of phenomena.
• Evaluate: Learners consider the explanatory and predictive power of a model by comparing alternative entities or relationships in competing models, and by analyzing connections to relevant scientific knowledge. Learners try to test models with different cases to find out where it may fail.
• Revise: Learners modify a model to improve its accuracy and its utility in illustrating, predicting and explaining.
Creating Learning Performances
Why use learning Performances?• Science standards are declarative statements of scientific
ideas. They do not articulate “knowledge in use”.• Using “know” or “understand” is too vague• We conceptualize understanding science as embedded in
practice and not as memorizing static facts.
What are Learning performances? • Learning performances define, in cognitive terms, the
designers’ conception for what it means for learners to “understand” a particular scientific idea
• Learning performances define how the knowledge is used in reasoning about scientific questions and phenomena
Creating Learning Performances
• Learning performances combine scientific practices and content standards.
• Use terms or verbs that describe the performance you want students to be able to accomplish.
• Learning performances exist at different levels of cognitive complexity:• Level 1 - Identify, Define, and Describe• Level 2 - Analyze data, Interpret a model, Make
a prediction• Level 3 - Design an investigation, Construct a
scientific explanation, and Build a model.
Developing Learning Performances
Content Scientific Learning
Practice Performance
Content Practice Learning Performance BSL 4D/M3: Atoms and molecules are perpetually in motion. In gases, the atoms or molecules have still more energy and are free of one another except during occasional collisions.
Models are often used to think about processes that happen… too quickly, or on too small a scale to observe directly… (AAAS, 1993, 11B: 1, 6-8)
Students create models of a gas at the molecular level showing how the gas takes the shape of its container.
Learning Goal Driven Design
Learning Ideas Linked to Project-based Science
Learning IdeasContextualized
Relate to Prior Knowledge and experiences
Active Construction
Community of Learners
Cognitive Tools
Expert Knowledge
PBSDriving Question
Anchoring experiences
Investigation
Scientific Practices
Multiple means to assess learning
Active reading
Collaboration
Learning Technologies
Scaffolding
Big/Enduring Ideas
Contextualize Learning
Students need to see the importance of what they are learning
What students learn needs to connect to their world
Implications beyond the classroom
Students develop a need to know
Learning Idea
How it Works in the Classroom: Create Meaningful Environments
Driving question • Links activities to learning goals• Ties the unit together• Builds intra-unit coherenceAnchoring Experiences• Experience phenomena in context• Use Cases and meaningful
scenariosExamples from 6th grade include:• Physics: Seeing the Light -- Can I
Believe My Eyes?• Chemistry: How Can I Smell Things
From a Distance?• Biology: What Can Cause
Populations To Change?
Challenges in use DQ
• Develop a question that will both engage students and meet important learning goals
• Support teachers in using the DQ throughout a unit • How can a teacher focus instruction on a
driving question rather than on specific topics? • How can the driving question be used to link
concepts and diverse activities together to build intra-unit coherence.
Big ideaStandards Materials
Instruction
Assessment
Learning
What a Learning Goal Driven Model Provides: Coherence
Unpack idea
Purpose: In this investigation, you will explore how air can be expanded and compressed. You will create and revise models to explain the behavior of air. Procedure: Fill the syringe with air by pulling the plunger back halfway. Block the end of the syringe with your finger. Pull the plunger back, but do not pull the plunger out. Now push the plunger in as much as you can.Release the plunger (but keep blocking the end of the syringe) and
observe what happens. Creating ModelsIf you had a special microscope that would allow you to see the air inside the syringe, what would the air look like? Draw what the air in the syringe would look like if the microscope focused on one tiny spot. Drawing #1: Before pushing the plunger.
Student Investigations: An Example
Big ideaStandards Materials
Instruction
Assessment
Learning
What a Learning Goal Driven Model Provides: Coherence
Unpack idea
Multiple Means to Assess Learning
Students construct models of the particle model to explain phenomena
• Pre- Posttest comparison• Embedded assessments
Example: Question 4 Student Pre and Posttest Models
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut. (See Figure 1.) Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.
First, draw a model that shows what is happening in this experiment. Second, explain in writing what is happening in your model.
Figure 1 Figure 2
Example: Question 4 Student Pre and Posttest Models
Pretest Posttest
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut. (See Figure 1.) Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.
First, draw a model that shows what is happening in this experiment. Second, explain in writing what is happening in your model.
Figure 1 Figure 2
Embedded Assessment: Modeling Smell
Students initial models• 45% of students created continuous models• Typical description: The odor is coming out of the
source
Your teacher opened a jar that contained an odor. Imagine you had a very powerful microscope that allowed to see the odor up really, really close. What would you see?
Embedded Assessment: Modeling Smell
Lesson 5 student models• 52.3% of students created a particle model• 70.5% of models include movement• Typical description: Molecules in the liquid come off the surface of
the liquid and become a gas. They move around and change direction when they come in contact with another object.
Embedded Assessment: Modeling Smell
Lesson 15 student models• 75% of students create a particle model, 25% a mixed model• 68% of students include odor particles that are moving in straight
lines until they collide into each other; 32% include both odor and air• 55% of students’ written portion of models explains movement of
particles; 25% include incorrect mechanism
Learning Goal Driven Design
Our Study:
One teacherTwo 6th grade class
• 57 students
Data Collection• Pre and Posttests• Student work• Video of curriculum enactment
Data Analysis• Coding rubrics
Do students learn?
How do students understanding change as they participate in a coherent, contextualized and model based unit in chemistry that focuses on the particle nature of matter?
Prediction:If we have learning-goals coherence and intra-
unit coherence and if the materials are aligned, we should see significant learning gains.
Overall Student Learning Gains: Pre to Posttest
Items (Max Score)
Pretest Mean (SD)
Posttest Mean (SD)
Gain (SD) Effect Sizea
Total (36) 16.87 (4.09) 28.18 (5.17) 11.26 (4.97) 2.77*** Multiple Guess (18)
8.75 (2.98) 14.19 (2.87) 5.44 (2.98) 1.83***
Open Ended (18) 8.41 (2.14) 13.99 (3.11) 5.52 (3.27) 2.58*** Process Items (23) 10.25 (2.90) 18.26 (3.52) 8.10 (4.02) 2.81*** Content Items Phase Change (13) 5.42 (1.98) 10.16 (2.36) 4.74 (2.68) 2.39*** Particulate Nat. (18)
7.64 (2.43) 14.61 (2.91) 6.97 (3.24) 2.87***
Properties (4) 2.02 (1.13) 2.84 (1.19) 0.82 (1.28) 0.73*** Matter (5) 3.43 (0.84) 3.96 (0.66) 0.53 (1.00) 0.63*** *** p < .001 aEffect size: Calculated by dividing the difference between pre and posttest mean scores by the pretest standard deviation
Summary StatementTo design curriculum materials that develop integrated
understanding, build curriculum resources with coherence
1) Learning-goals coherence• Use big ideas• Unpack standards from a learning perspective• Create learning performances as a way to specify
knowledge in use
2) Intra-unit coherence• Use driving-questions as support to link ideas together • Create alignment by iteratively aligning learning goals with
tasks and assessments
3) Inter-unit coherence• Build connections between Units
Thanks to manyIQWST and MoDeLS Development
and Research Team Colleagues at University of Michigan
Joi Merritt Colleagues at Northwestern University Colleagues at Weizmann Institute of
Science David Fortus
Many teachers with whom we work National Science Foundation
References
• Shwartz, Y., Weizman, A., Fortus, D., Krajcik, J., & Reiser, B. (2008). The IQWST experience: Coherence as a design principle. The Elementary School Journal, in press.
• Krajcik, J., McNeill, K. L., Reiser, B., (2008). Learning-Goals-Driven Design Model: Developing Curriculum Materials that Align with National Standards and Incorporate Project-Based Pedagogy. Science Education, 92(1), 1-32.
