In this paper, we present how Design-Based research (DBR) was used as framework for systematic curriculum development during a six-year-long project on a middle school optics curriculum. As theoretical backbone, we explain the DBR framework. Thereby, we focus on the theory-into-practice aspect of curriculum development and outline the systematic generation and refinement of design principles. General and domain specific design principles are derived from different learning theories and from PER research results on learning optics. These principles guide and structure the iterative cycles of design - intervention - redesign and make a systematic and nevertheless flexible process of curriculum development transparent. We illustrate this theory-driven process as well as interventions with students with concrete examples of the optics curriculum. Interventions and evaluations in the design process were conducted on different grain sizes. Finally, the paper presents results on different levels. On the one hand, we give insight into local and domain specific instruction theories about teaching and learning introductory optics. On the other hand, we report findings of the large scale evaluation of the curriculum that showed to result in better learning outcomes than conventional instruction.

中文翻译：

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基于设计的研究作为系统课程开发的模型：光学入门课程的示例

在本文中，我们介绍了在为期六年的中学光学课程项目中，如何将基于设计的研究（DBR）用作系统课程开发的框架。作为理论骨干，我们解释了DBR框架。因此，我们专注于课程开发的理论到实践方面，并概述了设计原理的系统生成和完善。通用和特定领域的设计原理是从不同的学习理论和PER在学习光学方面的研究结果得出的。这些原则指导并构造了设计的迭代周期-干预-重新设计，并使课程开发的系统化但灵活的过程变得透明。我们以光学课程的具体示例说明了这一理论驱动的过程以及对学生的干预。设计过程中的干预和评估是针对不同的晶粒尺寸进行的。最后，本文提出了不同层次的结果。一方面，我们深入了解有关教学光学的本地和特定领域的教学理论。另一方面，我们报告了对课程进行大规模评估的结果，这些结果表明与常规教学相比，其学习效果更好。