Knowing the Why -The Foundation of the Design Based Learning Curriculum

This chapter has three interconnected aims. First, it explains the phenomenon of different curriculum texts and their effect on the successful implementation of an innovation. Second, the importance of analysing these curriculum texts before and during curriculum design is shown. For this reason, the general framework for analysing intervention identity by Cianciolo and Regehr (2019) is introduced and demonstrated in an analysis of curriculum texts. Third, the chapter presents the reconceptualised foundation underpinning the DBL curriculum. Finally, the chapter presents examples of how researchers can share their results with and support policymakers and educators to deepen their understanding of this foundation and strengthen the foundational principles of DBL in everyday practice.