Large‐scale science education intervention research we can use

Abstract

This article develops an argument that the type of intervention research most useful for improving science teaching and learning and leading to scalable interventions includes both research to develop and gather evidence of the efficacy of innovations and a different kind of research, design‐based implementation research (DBIR). DBIR in education focuses on what is required to bring interventions and knowledge about learning to all students, wherever they might engage in science learning. This research focuses on implementation, both in the development and initial testing of interventions and in the scaling up process. In contrast to traditional intervention research that focuses principally on one level of educational systems, DBIR designs and tests interventions that cross levels and settings of learning, with the aim of investigating and improving the effective implementation of interventions. The article concludes by outlining four areas of DBIR that may improve the likelihood that new standards for science education will achieve their intended purpose of establishing an effective, equitable, and coherent system of opportunities for science learning in the United States. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 281–304, 2012