Design principles for integrating science practices with conceptual understanding: an example from a digital learning environment on microbial resistance to antibiotics

Abstract

We aim to illustrate the use of generic design principles to attain the integrated promotion of conceptual understanding and science competences in online enquiry-oriented learning environments. Engaging students in the development of competences related to science practices in unison with nurturing rigorous understanding of the mechanisms underpinning phenomena is thought to be valuable both for making science education more relevant to students’ interests and for attaining meaningful learning outcomes. We describe the design and development of a learning environment on the socio-scientific issue of microbial resistance to antibiotics. Our effort is situated in reflective enquiry, a framework for teaching and learning in science. The learning environment seeks to promote argumentation skills and conceptual understanding of evolutionary adaptation, in unison. On the basis of theoretical grounds, we have chosen to work with five design principles, integration of epistemic practices, making evidence-based inferences, competence-oriented design, authentic and relevant context and scaffolding. The first part of the study presents the design principles that have been embedded in the learning environment and the second part provides a description of the learning environment linking the various features to the corresponding design principles. Finally, we discuss the implications of this study for research and teaching practice.