Designing learning through learning to design.

SCIENCE education; RESEARCH universities & colleges; LEARNING; SCHOLARLY communication; SCIENCE teachers; TEACHING methods; ACTIVITY programs in secondary education; PHILOSOPHY of education; CLASSROOM dynamics; CURRICULUM; TEACHING research

This paper represents a conversation between a high school science teacher and a university researcher as they found common ground in the theory and experiences of designing powerful learning experiences. The teacher describes an instructional unit in which students designed a complex, interactive display showing what life may have been like during the Mesozoic Era. The researcher offers analysis of that activity through the lens of design and design-based learning. Their voices intentionally co-mingle as they illuminate aspects of one another's work---the pedagogical work of the teacher, and the theoretical analysis of the researcher. The conversation provides useful insight for teachers wishing to employ design-based learning in their classrooms and an important analytic lens for researchers to view teaching and learning. [ABSTRACT FROM AUTHOR]

Copyright of High School Journal is the property of University of North Carolina Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)