Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy

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Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. (2009, background): “During middle school, students commonly begin to explore chemical reactions (Johnson, 2000; Krajcik et al., 2008).”
Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise (2014, background): “Also, facilitators argued that teachers required new insights in offering interdisciplinary courses (cf. Krajcik et al. 2007).”
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses (2009, background): “In the vast majority of approaches, knowledge-construction processes are directed at acquiring the reliable knowledge of a field (Edelson et al. 1999; Kolodner et al. 2003; Krajcik et al. 2008).”
Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education (2020, background): “Krajcik et al. (2008) describe problem-solving as students’ inquiry, creativity, and critical thinking while engaged in rigorous standard-based curriculum and meaningful learning involving open-ended, real-world challenges.”