Educative curricula support teacher learning as well as the learning of students. High quality educative curricula contain features that help teachers customize learning opportunities and environments in ways that meet the needs of their learners. Designing these features requires expertise related to subject matter content, pedagogy, teacher and student learning, and instructional design. In other words, it requires interdisciplinary team work – which is notoriously challenging. To understand and support collaborative interdisciplinary design processes, a retrospective case study was conducted on interdisciplinary design team work that yielded a high quality educative curriculum for inquiry-based science learning. Design documents and transcripts of interviews with six designers (a cognitive psychologist, a practising physicist, and four science educators) were analyzed to identify their contributions during the phases of analysis, development, and evaluation to create educative features for developing pedagogical content knowledge (PCK). Findings articulate specific educative features that can contribute to supporting PCK and thereby supporting instructional performance. Findings also reveal the proactive and reactive nature of designer contributions, describing different ways in which designers provide specialized inputs from a disciplinary perspective. Further, this study shows how designer contributions intermeshed, with contributions from one discipline shaping the work of colleagues, and thereby coordinating varied inputs to yield coherent educative materials. In addition, theoretical insights and recommendations for research on the nature of collaborative interdisciplinary design processes and implications for practice are given for supporting designers working in interdisciplinary teams to create educative curriculum materials for teacher (and student) learning.

教育课程支持教师学习以及学生学习。高质量的教育课程包含一些功能，可以帮助教师以满足学习者需求的方式定制学习机会和环境。设计这些功能需要与主题内容，教学法，师生学习和教学设计相关的专业知识。换句话说，这需要跨学科的团队合作，这是众所周知的挑战。为了理解和支持跨学科协作设计过程，对跨学科设计团队的工作进行了回顾性案例研究，为基于查询的科学学习提供了高质量的教育课程。设计文档和六名设计师的访谈记录（一名认知心理学家，一名实践物理学家，以及四名科学教育工作者）进行了分析，以确定他们在分析，开发和评估阶段所做出的贡献，从而为发展教学内容知识（PCK）创建了教育特色。研究结果阐明了特定的教育功能，这些功能可以有助于支持PCK，从而支持教学表现。研究结果还揭示了设计师贡献的积极性和反应性，从学科的角度描述了设计师提供专业意见的不同方式。此外，这项研究表明设计师的贡献是如何相互融合的，以及一门学科的贡献如何塑造同事的工作，从而协调各种投入以产生连贯的教育材料。此外，