Explains the instructional planning self-reflective tool (IPSRT) that can be used to facilitate self-regulatory strategies, specifically self-monitoring and self-evaluation, in instructional planning for pre-service teachers. Discusses traditional instructional systems design, the importance of lesson planning, instructional goals and objectives,…

Explains the Constructivist Planning Self-Reflective Tool (CPSRT) that supports preservice teachers using a constructivist lesson planning approach. Grounded in social cognitive and constructivist theoretical perspectives, the CPSRT facilitates self-monitoring, self-evaluation, and organization from a self-regulatory perspective, and cognitive…

Each designer contributing to this special issue was asked to prepare an introductory lesson on the physics of motion aimed at eighth to eleventh graders. This article presents a brief description of how a detailed physics content was researched, edited, and refined by subject-matter experts, and then ultimately presented to the instructional…

This instructional design sought to create an easily graspable application of physics principles. It took an engineering slant on the content, asking students to investigate physics by attempting to increase the productivity of a "Splam-canning" plant. Design strategies are outlined for six science principles and eight product utilization…

Summarizes a discussion by the authors of this special issue that took place after the five instructional designers created lesson plans for the same design task. Highlights include the specified content's convergent effect on the designs; design philosophies; things that surprised the designers; and their favorable responses. (AEF)

Describes the objective behind this special issue: to identify a science content area (physics for eighth to eleventh graders), work with science teachers to produce a set of content materials, and present a common content outline to a group of instructional designers. The first article describes the derivation of the content outline. The next…

This instructional design looks at momentum in physics through railroading, to assist students in developing appropriate mental models that will enable them to solve problems relevant to the process or principle being taught. A PEAnet (process, entity, activity network) relationship enables an instructional visualization (simulation) in which…

This instructional design blends a structured learning environment (the physics lesson) with an engaging, playful, simulated environment (roller coaster construction), putting into operation ideas from both cognitive and constructivist theories. Two instructional models are used: a general design model for creating instruction and a lesson design…

These designers approaches their physics lesson design task from the viewpoint of play. The designs, all having strong gaming influences, aim to be flexible enough to take advantage of the experience and ideas of a teacher working with a standard curriculum, yet interesting enough for students to want to continue exploring resources on their own…