Monitoring multiple aspects of learning when design-based learning meets science education

Abstract

Curricular reforms are increasingly positioning design-based learning as an integral part of secondary school science education. This growing emphasis is posing challenges for science teachers. One such challenge concerns the formative assessment of student learning in a context known for its wide range of potential learning goals. This study sought to explore this underexamined area by investigating an experienced chemistry teacher’s formative assessment reasoning. We were specifically interested in the breadth of aspects of learning that a science teacher may focus on in a design context. We collected data during weekly reflection conversations with the teacher, conducted over the course of her implementation of a design project for 10th-grade chemistry education. Qualitative data analysis showed that the teacher monitored diverse aspects of learning, namely students’ chemical thinking, design practices, research practices, social interactions, ownership, behaviour and emotions. The case furthermore showed how the teacher connected different aspects of learning which could support her interpretation of student learning, but also demonstrated tensions between desired learning outcomes. The findings offer suggestions for future development of design-based learning frameworks, and for teacher educators who seek to support teachers’ formative assessment in contexts where design and science meet.