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Situationally embodied curriculum: Relating formalisms and contexts
Author(s) -
Barab Sasha,
Zuiker Steve,
Warren Scott,
Hickey Dan,
IngramGoble Adam,
Kwon EunJu,
Kouper Inna,
Herring Susan C.
Publication year - 2007
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20217
Subject(s) - rotation formalisms in three dimensions , curriculum , embodied cognition , mathematics education , discipline , curriculum theory , learning cycle , computer science , domain (mathematical analysis) , psychology , pedagogy , epistemology , sociology , curriculum development , artificial intelligence , mathematics , social science , philosophy , geometry , mathematical analysis
This study describes an example of design‐based research in which we make theoretical improvements in our understanding, in part based on empirical work, and use these to revise our curriculum and, simultaneously, our evolving theory of the relations between contexts and disciplinary formalisms. Prior to this study, we completed a first cycle of design revisions to a game‐based ecological sciences curriculum to make more apparent specific domain concepts associated with targeted learning standards. Of particular interest was using gaming principles to embed standards‐based science concepts in the curricular experience without undermining the situative embodiment central to our design philosophy. In Study One reported here, the same first‐cycle elementary teacher used the refined second‐cycle curriculum, again with high‐ability fourth graders. We then analyzed qualitative and quantitative data on student participation and performance to further refine our theory and revise the curriculum. In Study Two, another teacher implemented a further refined second‐cycle curriculum with lower achieving fourth graders, including several students labeled as having special needs. We use the design trajectory and results to illustrate and warrant the creation of a situationally embodied curriculum that supports the learning of specific disciplinary formalisms. © 2007 Wiley Periodicals, Inc. Sci Ed , 91: 750–782, 2007