Multimedia Educative Curriculum Materials: Designing Digital Supports for Learning to Teach Scientific Argumentation

Abstract

We report on work in progress from a research and development project in which we are designing digital supports to help middle school science teachers teach the practice of scientific argumentation. These supports include educative, teacher-facing videos embedded in a digital teacher's guide. In the first phase of the project we developed a framework to guide video development and produced twelve prototype videos. This paper describes the iterative design process for the framework and videos, in which we incorporated evidence from analysis of classroom video, teacher interviews, and teacher focus groups in order to create a design framework aimed to maximize the quality and practicality of the videos.