Using a Logic Model to Direct Backward Design of Curriculum

Area of Science:

• STEM Education
• Curriculum Design
• Pedagogy

Background:

• Contemporary STEM course design emphasizes backward design, aligning learning activities and assessments with stated learning outcomes.
• The application of backward design principles extends beyond academia into nonacademic settings.
• Logic models offer a structured framework for implementing backward design.

Purpose of the Study:

• To explore the utility of logic models as a structured method for implementing backward design in STEM education.
• To illustrate how a logic model approach can support inclusive and Freirean teaching and learning strategies.
• To adapt nonacademic logic model frameworks for academic curriculum development.

Main Methods:

• Utilized a logic model template to guide the design and implementation of an introductory biology course.
• Employed backward design principles, with learning outcomes directing curriculum structure.
• Integrated an inclusive, Freirean approach to teaching and learning within the course framework.

Main Results:

• The logic model template provided a structured and orderly framework for implementing backward design.
• The approach facilitated the integration of inclusive and Freirean pedagogy into the introductory biology curriculum.
• The study demonstrated the practical application of logic models in academic course design.

Conclusions:

• Logic models offer a valuable tool for structuring backward design in STEM education.
• This approach supports the development of inclusive and student-centered learning environments.
• Adapting nonacademic frameworks like logic models can enhance pedagogical innovation in higher education.