Implementing an Intervention into a Grade Six Learning Environment: A Design-Based Research Framework.
Date
2020-01-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
Abstract
Educators in some Canadian schools are especially challenged in developing innovative pedagogical approaches that can intellectually engage their students in deep learning of core curriculum content, while equipping them with 21st century competencies. In this paper, we discuss some key ideas on how an intervention, the design and building of digital video games, was implemented and explored, to address this challenge, in four grade 6 social studies classes at a Calgary charter school, utilizing a design-based research framework. Findings revealed that: (i) to effectively implement this intervention in the classroom context, teachers needed to shift/modify their design of instructional activities compared to how they would normally design them in their social studies classes to teach the same chosen content; and (ii) the intervention, as implemented, seem to have the potential to be an effective innovative pedagogy for deep learning and one that promotes the intellectual engagement of students and their development and application of 21st century competencies. Some implications of these findings for the implementation of interventions in school, in terms of transforming the classroom environment, assessing the type of theoretical support needed, using design-based research as an effective framework to study how interventions and developing policy for the implementation of interventions are listed for K-12 educators, school jurisdictions and Alberta Education.
Description
Keywords
design-based research, innovative pedagogical approaches, deep learning, intellectual engagement, 21st century competencies, digital video games
Citation
Lambert, D., & Jacobsen, M. (2020). Implementing an Intervention into a Grade Six Learning Environment: A Design-Based Research Framework. EDeR. Educational Design Research, 3(1). doi:10.15460/eder.3.1.1388