Please use this identifier to cite or link to this item:
A tripartite model of co-designing for an iMVT integrated science curriculum
A tripartite model
Curriculum development
iMVT innocation
Secondary chemistry
Issue Date: 
Paper presented at the 18th International Conference on Computers in Education (ICCE 2010), Putrajaya, Malaysia, 29 November to 3 December 2010
Curricula that substantiate innovative pedagogies are crucial for sustaining and scaling up education reform efforts. However, when researcher-designed curricula are enacted by teachers, the results might not be what researchers expected. Both researchers and teachers need to understand national curriculum policies in order to align their selection, design, and enactment of certain curricula. A co-design strategy, thus, is ideal in order to address the challenges. In this paper, first we describe a tripartite model of curriculum co-design process for a secondary chemistry unit through collaboration among a Singapore MOE chemistry curriculum specialist, researchers, and teachers when developing an iMVT integrated curriculum. This was also intended as a means for teacher professional development to build teacher competence in adopting, sustaining, and scaling
up our innovation. Secondly, we intend to find out a mechanism behind this tripartite
collaboration to theorize a co-design model by analyzing the interactions among the three
parties over about six months of time following a design research tradition. The study contributes to the literature by proposing and evaluating a tripartite model for curriculum development and teacher professional development.
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ICCE-2010-145_a.pdf139.05 kBAdobe PDFView/Open
Show full item record

Page view(s)

Last Week
Last month
checked on Jul 12, 2018

Download(s) 50

checked on Jul 12, 2018