Abstract

This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such insights can inform the methods we employ to facilitate learning in DBR. To do so, we examine the affordances of equity conjectures, statements about how learning remedies socially and historically constructed injustices, within conjecture mapping, a process frequently used in DBR efforts to make assumptions about learning visible to ground design, implementation, and iterative refinement. We share how we made participants’ equity conjectures visible in a research-practice partnership (RPP) between university researchers, elementary computer science (CS) curriculum designers, and elementary school teachers. We examine how making these equity conjectures visible during co-design of equity-focused CS lessons facilitated shifts in both the design process and the CS education practices of participating teachers. Our findings point to the utility of explicitly surfacing equity conjectures in collaborative design efforts aimed at equity and justice.

摘要

本文为那些从事基于设计的研究 (DBR) 寻求通过协同设计推进以公平为导向的学习和成果的人提供方法论见解和工具。我们回应最近的学术研究，指出我们对社会的假设与我们对学习的假设之间不可分割，并考虑这些见解如何为我们用于促进 DBR 学习的方法提供信息。为此，我们在猜想映射中检查了公平猜想的可供性，关于学习如何补救社会和历史构建的不公正的陈述，在 DBR 工作中经常使用的一个过程，用于使有关学习的假设对地面设计、实施和迭代细化可见。我们分享了我们如何在大学研究人员、初级计算机科学 (CS) 课程设计者和小学教师之间的研究实践伙伴关系 (RPP) 中使参与者的公平猜想可见。我们研究了在以公平为重点的 CS 课程的共同设计过程中如何使这些公平猜想可见，从而促进了设计过程和参与教师的 CS 教育实践的转变。我们的研究结果表明，在旨在公平和正义的协作设计工作中，明确呈现公平猜想的效用。