OpenSciEd curriculum design goals, especially coherence from the student perspective, come into tension during unit design¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Curriculum designers experience tensions among design goals and values, particularly between maintaining coherence from the student perspective and other design goals. → McElhaney 2024
Evidence¶
McElhaney 2024¶
McElhaney, K. W., & Kamdar, D. (2024). Updated summary and synthesis of OpenSciEd research [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/231
q2 · i? · review · r2
The synthesis reports, citing Pomian Bogdanov (2022) and Penuel, Rubin, et al. (in press), that co-design discourse analysis and design-case analysis revealed curricular values including "coherence from the students’ perspective" that came into tension during unit development. No effect sizes are reported.
"Both papers highlight in particular a tension between maintaining coherence from the student perspective and other design goals."
Discussion¶
Related Claims¶
- Student hat activities and planning-reflection tools support teachers' curricular sensemaking, content understanding, and empathy with student experiences — related
- The Student Electronic Exit Ticket (SEET) is useful for gathering student perspectives on coherence, relevance, and participation during OpenSciEd enactment — related
- Students find OpenSciEd units relevant and coherent, with over 90% reporting relevance and 87% reporting the lesson ties to the bigger picture — related
- An informal STEM club founder saw a dilemma between raising girls' interest in mathematics and keeping the club different from school, and mathematics went unemphasized in its activities — related
- Formative assessment practices coherent with OpenSciEd are constrained by grading expectations misaligned with formative goals and by the time cost of evaluating and giving feedback on three-dimensional tasks. — related
- OpenSciEd enactment faces key challenges: project fatigue, unit length and pacing, pseudoagency, and gaps in student sensemaking practices — related
- Role identity structure is a fractal-like nested hierarchy whose elements relate through accord or tension — a broader claim this one bears on
- Tensions between teachers' and pupils' perspectives during collaborative learning do not take the form of antagonistic struggles — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
open-scied-design-tensions-coherence |
title |
OpenSciEd curriculum design goals, especially coherence from the student perspective, come into tension during unit design |
description |
OpenSciEd curriculum design goals, especially coherence from the student perspective, come into tension during unit design |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mcelhaney-2024 |
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