TY - JOUR
T1 - Using construct-centered design to align curriculum, instruction, and assessment development in emerging science
AU - Stevens, Shawn Y.
AU - Krajcik, Joseph S.
AU - Shin, Namsoo
AU - Pellegrino, James W.
AU - Geier, Susan
AU - Swarat, Su
AU - Light, Greg
AU - Park, Eun Jung
AU - Delgado, César
AU - Drane, Denise
AU - Song, Minyoung
AU - Quintana, Chris
AU - Shipley, Emily
AU - Silva, Brenda Lopez
AU - Daly, Shanna
AU - Wischow, Emily
AU - Moher, Tom
AU - Cahill, Clara
AU - Szeto, Alan K.
AU - Cahill, Clara S.
AU - Unterman, Nathan A.
AU - Lauhon, Lincoln J.
AU - Light, Gregory
AU - Bodner, George M.
AU - Hagedorn, Eric A.
PY - 2008
Y1 - 2008
N2 - The National Center for Learning and Teaching in Nanoscale Science and Engineering was established to conduct research on how to effectively introduce emergent sciences into K-16 classrooms, using nanoscale science and engineering (NSE) as an example. One of the NCLT's main goals is to develop an approach to map out the knowledge domains (constructs) associated with NSE and use these domains to guide learning research and the development of instructional materials, assessment, and teacher education. These efforts have been aligned through the development and institution of Construct-Centered Design (CCD), a principled process that is based largely on evidence-centered assessment design (Mislevy, Steinberg, Almond, Haertel, & Penuel, 2003) and learning goal-driven design (Krajcik, McNeill & Reiser, 2007). This poster session provides an overview of the CCD process and illustrates how the use of this process has afforded alignment of learning research with the development of instructional materials and assessments.
AB - The National Center for Learning and Teaching in Nanoscale Science and Engineering was established to conduct research on how to effectively introduce emergent sciences into K-16 classrooms, using nanoscale science and engineering (NSE) as an example. One of the NCLT's main goals is to develop an approach to map out the knowledge domains (constructs) associated with NSE and use these domains to guide learning research and the development of instructional materials, assessment, and teacher education. These efforts have been aligned through the development and institution of Construct-Centered Design (CCD), a principled process that is based largely on evidence-centered assessment design (Mislevy, Steinberg, Almond, Haertel, & Penuel, 2003) and learning goal-driven design (Krajcik, McNeill & Reiser, 2007). This poster session provides an overview of the CCD process and illustrates how the use of this process has afforded alignment of learning research with the development of instructional materials and assessments.
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M3 - Conference article
AN - SCOPUS:84880399478
SN - 1573-4552
SP - 314
EP - 321
JO - Computer-Supported Collaborative Learning Conference, CSCL
JF - Computer-Supported Collaborative Learning Conference, CSCL
IS - PART 3
T2 - International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008
Y2 - 23 June 2008 through 28 June 2008
ER -