Abstract

In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from minoritized groups and communities. University-based researchers, classroom teachers, and district-level science leaders co-designed high school chemistry units over a two-year period. A collaborative analysis of the tools and processes used in workshops showed that engaging in co-design and reflection supported the team in clarifying and balancing goals, and it led all participants to call for refinements to the co-design process. Interactions during co-design and reflections on them highlight tensions that arose during co-design as well as the tools and strategies for working through them. These findings point to both the possibilities and limits of co-design for clarifying and balancing multiple goals and the need to consider key constraints on co-design within the current infrastructures of schools and educational research. They also illustrate how studying co-design teams as a collective can help identify design principles and processes that can support the learning of other teams seeking to balance a focus on standards with a focus on student interests and community priorities.

摘要

在本文中，我们探讨了协同设计如何创造机会来学习与澄清和平衡特定类别设计环境的目标相关的实用设计知识：开发符合雄心勃勃、外部定义的学科学习目标的材料，这些目标也与兴趣和优先事项相关联来自少数群体和社区的学生。大学研究人员、课堂教师和地区级科学领导者在两年内共同设计了高中化学单元。对研讨会中使用的工具和流程的协作分析表明，参与协同设计和反思有助于团队澄清和平衡目标，并导致所有参与者呼吁改进协同设计流程。协同设计期间的互动和对它们的反思突出了协同设计期间出现的紧张局势以及解决这些问题的工具和策略。这些发现指出了协同设计在澄清和平衡多个目标方面的可能性和局限性，以及在当前学校和教育研究的基础设施中考虑协同设计的关键约束的必要性。他们还说明了将协同设计团队作为一个集体进行研究如何有助于确定设计原则和流程，这些设计原则和流程可以支持其他团队寻求平衡对标准的关注与对学生兴趣和社区优先事项的关注。这些发现指出了协同设计在澄清和平衡多个目标方面的可能性和局限性，以及在当前学校和教育研究的基础设施中考虑协同设计的关键约束的必要性。他们还说明了将协同设计团队作为一个集体进行研究如何有助于确定设计原则和流程，这些设计原则和流程可以支持其他团队寻求平衡对标准的关注与对学生兴趣和社区优先事项的关注。这些发现指出了协同设计在澄清和平衡多个目标方面的可能性和局限性，以及在当前学校和教育研究的基础设施中考虑协同设计的关键约束的必要性。他们还说明了将协同设计团队作为一个集体进行研究如何有助于确定设计原则和流程，这些设计原则和流程可以支持其他团队寻求平衡对标准的关注与对学生兴趣和社区优先事项的关注。