From Coverage to Coherence: A Design-Based Reflection on Constructive Alignment through Science Practices and Causal–Mechanistic Reasoning

This design-based reflection examines how integrating science practices and causal–mechanistic reasoning can strengthen constructive alignment in undergraduate chemistry. Using an evidence-centered design framework, we describe how a large-enrollment General Chemistry course was restructured around multidimensional learning performances─statements that integrate core ideas, practices, and causal reasoning into purposeful knowledge use. Rather than organizing instruction by topics or procedures, we aligned the curriculum, instruction, and assessment with the epistemic work of chemistry: modeling, explaining, and predicting phenomena. We illustrate this approach with a learning performance on phase changes, using it to show how coherence across curricular activity system components (e.g., interactive texts, collaborative tasks, assessments) was intentionally designed to support engagement with science practices and causal reasoning. Conjecture maps clarify the design logic and guide iterative refinement. Two vignettes (on delocalized bonding and chemical equilibrium) highlight emergent learning progressions that surfaced in this work. We conclude with four strategies to help instructors and departments adapt the approach. When anchored in science practices and disciplinary reasoning, constructive alignment becomes not just a design principle but an epistemic infrastructure that can support coherence, equity, and inclusion.