Design-Based Implementation Research (DBIR): An Approach to Propagate a Transformed General Chemistry Curriculum across Multiple Institutions

摘要

While there have been an increasing number of evidence-based instructional strategies propagated, less literature exists on how to propagate a curriculum. This paper is meant to present how the theory of Design-Based Implementation Research (DBIR) can be used as a framework to propagate such innovative curricula. DBIR is a research design process aimed to improve education through an iterative process involving multiple stakeholders and includes four principles: (1) deciding on a focus for joint work, (2) organizing the design process, (3) doing research, and (4) developing capacity for continuous improvement. Using our project as an example, this paper discusses how each principle of the DBIR framework was used to assist with the propagation of an undergraduate-level general chemistry curriculum to nine institutions across the United States. As part of this process, the instructors were active participants in the project which provided them a means to feel ownership in their implementation. In addition, the results within the data analysis process were used not only to inform the research community but also to guide modifications to the curriculum materials and support provided for future iterations.