Design and Development of Teaching-Learning Sequence (TLS) Materials Around Us: Description of an Iterative Process

Abstract

The case described in this chapter is the iterative design and development process of an inquiry-based industry site visit teaching-learning sequence (TLS) – materials around us. In order to enhance students’ motivation and interest towards their science studies and promote learning about materials science-related topics, the TLS encompasses an industry site visit and activities related to it. The TLS is designed following the principles of the design-based research (DBR) approach. The iterative design process started with a review of relevant research literature and took place in four cycles. In each cycle, the TLS was tested with ordinary teachers, problems in the procedure were uncovered, and they were rectified. During the testing, versatile case study data were collected and analyzed employing mixed methods. The participating teachers’ and students’ (aged 13–15 years) experiences concerning the TLS were examined with pre- and post-questionnaires and interviews. Differences between pre- and post-questionnaire data were analyzed by t-tests, whereas data from the interviews were categorized according to motivation and interest theories. External observers observed the implementation and wrote evaluation reports. Based on the analysis of the data, the TLS was re-designed and refined after every cycle. As a result of the process, a student book and a teacher guide were designed and published. This chapter focuses on the problematic aspects of the design that emerged during the implementations, changes that were made, and how the changes were justified based on the data that were collected during the process.