Comparing the pedagogical strategies of teachers who codesigned units to support students’ theory building


Co-design is a collaborative approach intertwining individuals’ unique perspectives resulting in a product that holds creative stakes for all parties. In this paper, we focus on two teachers who co-designed a unit to engage students in theory-building practices and explore similarities and differences in strategies. Through preliminary analysis of classroom video data, we identified six pedagogical strategies teachers enacted including technology use, lesson introduction, whole-class discussion, facilitation, monitoring, addressing questions, and wrapping up the lesson.

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This publication pertains to:
Learning and Engagement
Publication Authors:
  • AlLisia Dawkins
  • LuEttaMae Lawrence
  • Hillary Swanson
It appeared in:
Peer-reviewed conference proceedings
STEM education; co-design