Abstract:

Science education continues to face persistent structural and pedagogical challenges that constrain the development of conceptual understanding, higher-order reasoning, and meaningful engagement with scientific ideas, particularly for learners from linguistically, culturally, and socially marginalised backgrounds. This doctoral research project will examine the Crisol Model of Science Education, an integrative pedagogical framework that combines Learner-Generated Digital Media (LGDM) with Cognitive Acceleration through Science Education (CASE). The study will investigate the defining design characteristics of the proposed model, explores teachers’ perceptions of its feasibility and implementation, and examines its influence on teacher preparedness to design and facilitate cognitively demanding and inclusive science learning. Adopting a Design-Based Research approach, the study engages science educators, STEM teachers, and pre-service science teachers across iterative phases of consultation, practitioner feedback, and implementation. Data will be drawn from a mixed-methods design incorporating survey and qualitative evidence. The study aims to contribute design-based insights to science education research and to inform teacher education and curriculum design through a theoretically grounded and practice-oriented pedagogical framework.

Keywords:

Crisol Model, science education, STEM education, Design-Based Research, Learner-Generated Digital Media, Cognitive Acceleration.