Abstract

 
 
 
 This paper responds to Euler's consideration of the use of design principles to bridge between knowledge production and practice design in the first issue of this journal; and particularly to the question he left open on how design principles should be formulated more concretely. It does so by extending the discussion of the use of Sandoval's approach of 'conjecture mapping'. In this discussion article, we reflect upon our own efforts at a related form of 'bridge building', specifically on work to span the gap in practice designs between the contexts of science museums and more formal education settings. Museums offer opportunities for educational innovation. The evidence of impact of such innovation on the more formal le- arning environments, however, has been limited. Teachers in formal settings, it appears, tend to adopt individual exemplar activities, but do not transfer the innovative approaches to their wider practice. The ambition of the project we examine here was to design teacher professional learning activities that allow participants to move beyond a focus on the specifications of a specific innovation and instead appreciate - to make concrete - the design principles in use. We will argue that conjecture mapping has been useful making design principles concrete but, in doing so, will point to the need for further research 
 
 
 
Highlights
In the first issue of EDeR - Educational Design Research, Dieter Euler (2017) provided an excellent discussion on the important role of design principles in bridging the gap between scientific knowledge production and practice design
To respond to Johnson’s questions, we will recount the nature of the conversations that occurred through our application of the conjecture mapping technique to a specific project within our work of translating museum practice designs to formal education
This hypothesis has been at the heart of many science activities from Murder Under the Microscope, an Australian interactive environmental investigation game played by teams representing their school, to solar car challenges
Summary
In the first issue of EDeR - Educational Design Research, Dieter Euler (2017) provided an excellent discussion on the important role of design principles in bridging the gap between scientific knowledge production and practice design. Euler describes the value of design principals lying in the provision of knowledge that goes ‘beyond the scope of a unique individual case’ but that remains limited in their generalization range. This paper takes up that discussion, and Euler’s open question on how design principles should be formulated more concretely, via reflection upon our own ‘bridge building’ efforts In this case the gap being spanned is not between scientific knowledge production and practice design, but rather between practice designs in the differing contexts of science museums and more formal educational settings. The paper makes use of the input from the ‘peer editor’ from the first of EDeR’s two-phase review process, who is included as a co-author This input is presented as ‘interjections’ into the paper in a way intended to reflect the interaction of the seminar room. They take what was initially very much a ‘practice’ paper in the direction of deeper theoretical considerations
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