Findings of qualitative studies on Understanding by Design: A meta-synthesis

Ufuk Uluçınar

doi:10.31704/ijocis.2021.009

Abstract

Designed by the meta-synthesis method, the researchers examined the studies designed on the Understanding by Design (UbD) and implemented and their findings were qualitatively evaluated. It tried to obtain a comprehensive and holistic perspective on the effects and reflections of the model. 48 UbD studies were accessed from 6 databases, and 12 research findings were included after three criteria in this meta-synthesis. The findings were reached through a six-stage data analysis process; they were analyzed inductively with content analysis. The validity and credibility of this analysis process have been brought under control with the coding reliability processes and the audit technique. According to the conclusions, in the development of units based on UbD, teachers generally did not create goals/standards by collecting evaluation evidence of UbD; it was concluded that the inadequacy of this was mostly due to model inexperience, the school's facilities/conditions, teacher stagnation and emotional state, and inadequate pedagogy knowledge. Findings showed that teaching based on UbD improves students' cognitive development and participatory insights. This meta-synthesis study guides researchers who want to reference UbD as a design framework in a unit study in the overall assessment of UbD.

Highlights

Teachers increasingly take a more active role as program makers in line with the expansion of teaching philosophies
Since Understanding by Design (UbD) is a curriculum design model that few researchers have used in Turkey, exploratory, comprehensive, and holistic findings in the present meta-synthesis will provide a foundation for instructional design to improve teachers' professional developments and increase students' academic achievements
This study aims to systematically combine and synthesize qualitative research findings based on the Understanding by design model

Summary

Introduction

Teachers increasingly take a more active role as program makers in line with the expansion of teaching philosophies. Unlike the traditional design model, the UbD focuses on determining evaluation evidence regarding students' performance before planning the learning and teaching process. It is thought that the meta-synthesis study carried out on the UbD model can guide teachers and researchers In this way, it is expected that their pedagogical knowledge and skills can be increased by minimizing the problems they have encountered in the UbD supported instructional design process. Since UbD is a curriculum design model that few researchers have used in Turkey, exploratory, comprehensive, and holistic findings in the present meta-synthesis will provide a foundation for instructional design to improve teachers' professional developments and increase students' academic achievements. How does the UbD-based instructional design training affect teachers' experiences and developments?

Method

Motivation and opinions UbD

Results and Discussion

Conclusion and Implications