Abstract
In this study, the process of design, implementation, evaluation, and redesign of a Teaching-Learning Sequence (TLS) on simple machines for students of 9-12 years old is shown according to the principles of Design Based Research. The aim is to create a TLS that satisfactorily addresses the conceptual difficulties inherent to the object of study and that succeeds in fostering self-regulation skills and creativity. Both qualitative (focus group, semi-structured interviews, students’ reports, and teacher’s class notes) and quantitative instruments (a validated questionnaire and an ad hoc one with content validation by experts) are used. The statistical analysis of the questionnaires and the narrative analysis of the qualitative instruments have been triangulated. The results show that students manage to address the conceptual and procedural difficulties of the object of study while developing emotional (enjoyment and self-efficacy) and cognitive (metacognition) self-regulation skills, as well as creativity related to the scientific and artisan domains.
Highlights
The design-based research approach (Design Based Research Collective, 2003) as a methodology, recognises the importance of both theory and interventions to address educational situations
In this study, the process of design, implementation, evaluation, and redesign of a TeachingLearning Sequence (TLS) on simple machines for students of 9-12 years old is shown according to the principles of Design Based Research
The results show that students manage to address the conceptual and procedural difficulties of the object of study while developing emotional and cognitive self-regulation skills, as well as creativity related to the scientific and artisan domains
Summary
The design-based research approach (Design Based Research Collective, 2003) as a methodology (hereinafter DBR), recognises the importance of both theory and interventions to address educational situations It aims to generate knowledge about the nature and conditions of teaching and learning. Research through TLS aims to address in a more holistic and balanced way the two traditional approaches to research in science and mathematics education, one focused on teaching practice and the scientific content itself, and the other more focused on the students and their difficulties (Duit, 2006). Both are embedded within the systemic competencies, which refer to the integration of cognitive abilities, practical skills, and disposition towards the subject under study, that should be fostered throughout the teaching and learning process (Gordon et al, 2009)
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