Design-based Science and Student Learning
David Fortus, R. Charles Dershimer, Joseph Krajcik, Ronald W. Marx, Rachel Mamlok-Naaman December 2004 Journal of Research in Science Teaching v41 n10 p1081–1110
This article from the Journal of Research in Science Teaching discusses Design-Based Science (DBS), a pedagogy in which the goal of designing it contextualizes all curricular activities. The goal of this article is twofold: to describe DBS, and to evaluate whether significant science knowledge was constructed during consecutive enactments of three DBS units. Ninety-two students participated in the consecutive enactments of three different DBS units and the development of their scientific knowledge was assessed through posters and models. Results support efforts being made to restructure school science around inquiry-based curricula in general and design-based curricula in particular.
