Teaching-learning Sequence Research Articles

Design, Development, Implementation, and Evaluation of a Teaching–Learning Sequence on Heat Conduction

Design, Development, Implementation, and Evaluation of a Teaching–Learning Sequence on Heat Conduction

Design and Development of a Teaching–Learning Sequence about Deterministic Chaos Using Tracker Software

In this paper, we present the design, development, and pilot implementation of a Teaching–Learning Sequence (TLS) about the physics of deterministic chaos. The main aim of the activities is to let students become aware of two key ideas about deterministic chaos: (1) the role of initial conditions and (2) the graphical representation in a momentum–position graph. To do so, the TLS is based on the observation and analysis of the trajectory of the free end of a double pendulum through the modeling software Tracker. In particular, the Tracker-based activities help students understand that, by modifying the well-known simple pendulum dynamic system into a double pendulum, long-time-scale predictability is lost, and a completely new behavior appears. The TLS was pilot tested in a remote teaching setting with about 70 Italian high school students (16–17 years old). The pretest analysis shows that before participating in the activities, students held typical misconceptions about chaotic behavior. Analysis of the written responses collected during and after implementation shows that the proposed activities allowed students to grasp the two key ideas about nondeterministic chaos. A possible integration of the TLS with an online simulation is finally discussed.

Evaluation of a new teaching-learning sequence on the particulate nature of matter using crystal structures

Although there has been extensive research on students’ understanding of the particulate nature of matter (PNM), there is still a lack of research on contexts that can be used to teach this challenging topic. In a previous design-based research study, the authors developed a teaching-learning sequence (TLS) on the PNM in the context of crystal structures based on 40 student interviews using the method of probing acceptance. Data suggested that salt and snow crystals form an effective context for learning the concept of emergence and therefore gaining a better understanding of the PNM. To test whether the TLS also promotes students’ use of the PNM in a realistic classroom setting, a proof of principle study was conducted. In six eighth-grade classes in Vienna, students’ use of the PNM was assessed with a pretest before they were taught the TLS during four lessons. After the intervention, students were given a post-test. Open-ended questions were coded using evaluative qualitative content analysis so that quantitative analysis could be applied. T-tests comparing the means of students’ scores on both tests show significant improvements in students’ use of the PNM in the post-test. The context of crystal structures seems to be helpful to students, as most of them use the PNM when asked about crystal formation. In addition, in the post-test, students more often accepted the idea of empty space between particles and associated particle motion with temperature. However, when asked about phase changes, most students remained in a continuous conception of matter. Published by the American Physical Society 2024

Implementing active learning in a teaching–learning sequence on rolling motion for mechanical engineers

In this work, we describe a teaching–learning sequence (TLS) on rolling motion, designed and implemented within a Physics 1 course for Mechanical Engineers. The TLS was grounded in Physics Education Research findings and employed active learning strategies, particularly simulation-based exercises that included both conceptual questions and quantitative tasks. We detail and reflect on the development process of the TLS, focussing in particular on the alignment between the identified learning goals and the proposed instructional activities. We present data on students’ attainment of these learning goals, utilizing a post-instruction conceptual survey and an analysis of students’ performance in the final exam. Our research aims to contribute to the implementation of research-based, active learning sequences in large-enrollment contexts, specifically in those courses where both conceptual understanding and formal problem solving are valued.

A teaching-learning sequence to develop epistemic thinking in engineering students at master’s educational level

A teaching-learning sequence to develop epistemic thinking in engineering students at master’s educational level

Effectiveness of a model-based inquiry instructional sequence in overcoming students’ teaching-learning difficulties on plant nutrition

ABSTRACT This work conveys the results of an iterative investigation conducted within the Design-Based Research framework. The primary objective was to develop and assess a Teaching-Learning Sequence (TLS) aimed at enhancing secondary students’ mental models about the traditionally challenging topic of plant nutrition. The design of this innovative TLS was guided by previous research and it was grounded in the Model-Based Inquiry approach as it allows to integrate scientific practices and models. To gauge the success of the TLS and contribute to the literature on the effective instruction of plant nutrition this study followed a pre–post quasi-experimental design. Thus, a preliminary (TLS1; N = 95) and a refined version (TLS2; N = 110) of the TLS were implemented and compared against a group studying through direct instruction (Control; N = 109). The analysis of the pre–post questionnaires yielded three main outcomes: (1) The results revealed that students undergoing the specifically designed TLSs attained mental models resembling the target curriculum model thereby proving their effectiveness over the control intervention. (2) The study identified salient TLS design elements (e.g. hands-on modelling, tracing matter and energy, etc.) that enriched students’ learning outcomes on the topic. (3) Finally, the findings unveiled inherent benefits of the Model-Based Inquiry approach.

Teaching Learning Sequence About Green Chemistry and Eco-Batteries: A Results from Qualitative Content Analysis

Batteries can generate electricity as direct current through and electrochemical process called and oxidation-reduction. Batteries can be converted into eco-batteries so that they are able to provide supplies for the community to create energy from renewable sources. This is in accordance to the aspect of green chemistry that can be integrated into learning. This study aims to obtain produce concept maps and Teaching Learning Sequences (TLS) from scientist’s conceptions in the context of eco-batteries. The method used in this research is qualitative content analysis using literature analysis. The literature used in the qualitative content analysis is in the form of textbooks, review articles and research articles. The instrument used in this study includes a content analysis format, which is described descriptively to build students understanding of the principles of green chemistry in the context of eco-batteries. The results showed that the concept map and TLS agreed on the relationship between green chemistry, content and context were found that eco- batteries are an alternative to overcome pollutants from fossil fuels by utilizing the principles of green chemistry. TLS describes the learning flow with several sequencing, 1) fossil fuels, 2) definitions and components in batteries, 3) redox reaction materials 4) examples of Eco-batteries oriented to green chemistry. Eco-batteries in learning can integrate redox concepts that involve aspects of green chemistry, using renewable raw materials and safe chemical products. The results of concept maps and TLS in this study can be used as a basis for designing of teaching material and lesson design. Keywords: Teaching Learning Sequence, Green Chemistry, Eco-Batteries

Green Chemistry on the Ores Leaching Processes Using Organic Acids: A Qualitative Pedagogical Content Analysis Study

Ores leaching projects aimed to recover toxic and valuable metals from industrial residues. Organic acids like acetic acid and methanesulfonic acid were chosen as leaching agents because they have high selectivity on low concentrations of metals and low toxicity. This study aimed to obtain scientists’ conceptions of ores leaching using organic acids presented in concept maps and Teaching Learning Sequence (TLS). The method used in this study was qualitative content analysis consisting of literature collection, descriptive analysis, category selection, and material evaluation from textbooks, review articles and research articles. The result of this study was in the form of a concept map, and TLS illustrate five sequences of learning materials consisting of mineral products in Indonesia, valorization of industrial process residue with green chemistry-oriented, industrial process residue treatment steps, organic acid properties, and examples of the ores leaching process. The leaching process of ores using organic acids in learning is contextual learning that integrates the concepts of acids and bases, redox reactions, and the principles of solubility learned by high school students. This process also applies the principles of green chemistry, preventing waste in the process and using safe solvents. The results of the concept map and Teaching Learning Sequence (TLS) showed the application of green chemistry in learning, which is expected to be used as a design for teaching materials and didactic designs that can support education for sustainable development. Keywords: Green Chemistry, Organic Acids, Pedagogical Content Analysis

A new teaching-learning sequence to promote secondary school students’ learning of quantum physics using Dirac notation

This paper describes the design of a new teaching-learning sequence on quantum physics aimed at upper secondary school students. In this teaching-learning sequence, GeoGebra simulations and interactive screen experiments are used to investigate the behaviour of a single photon at beam splitter and single photon interference in a Michelson interferometer. We propose a minimal formalism using Dirac notation, which avoids complex numbers and elaborate vector calculus, to make a quantitative description of the quantum optics experiments accessible to secondary school students. With this new educational pathway, we take into account findings from physics education research, which suggest that the introduction of a mathematical formalism tailored to students’ abilities might help them to overcome naive-realist views of quanta or space-time descriptions of quantum phenomena, while at the same time facilitating a transition to a functional understanding of quantum models.

The Energy Field Approach

Energy is an important crosscutting concept across middle and high school grades. However, studies show that students struggle understanding this concept. To address this problem, we started a design-based research project called “the energy field approach” (EFA). This project develops a teaching learning sequence (TLS) for high schools (grades 10-12). The design follows the model of educational reconstruction and builds on a clarification of the scientific content as well as on knowledge about students’ conceptions and misconceptions on the relevant topic. The result is a teaching concept and TLS that can be used by teachers for energy instruction. As a key feature, it traces traditional energy forms back to only kinetic energy and field energy. This simplifies the surface structure of the energy concept and makes sense of the meaning of energy forms like for instance chemical energy that have been “blackboxes” in traditional energy instruction before. This makes students more likely to draw back on energy ideas when reasoning about phenomena. The TLS is cyclically evaluated and re-designed by conduct and qualitative analysis of teaching experiments according to the method of probing acceptance. Results show that the concept and TLS are helpful for students to combine ideas about energy and fields and analyze processes from an energy perspective. The concept is found to be useful for a “deeper understanding” in the students’ perception. Further studies still have to be conducted to investigate the effects in a bigger setting and on further learning.

DBR based Redesign cycle of a TLS on Dynamics for High School

In this paper, the process of the design a Teaching Learning Sequence (TLS) on Newton’s Law for high school is presented. The design of the TLS follows Design Based Research (DBR) methodology First, the grasp of the design is going to be presented to later, present the data obtained after the application of instruments designed to evaluate the TLS regarding the students achievement and the quality of the TLS. How we involved in-service teachers to participate in the design and redesign process and the implementation of the TLS is also explained.

Design and implementation of a STEAM Teaching/Learning sequence by Project-Based Learning for the training of future secondary school teachers

In high school teacher education, although work on didactic units for teaching the curriculum of science disciplines is common, they rarely include multidisciplinary STEAM viewpoint. For this article we are using the definition of STEAM that says it is a teaching method that integrates content, skills and beliefs from at least two disciplines that form the acronym and that focuses on real world contexts In this project, we show the design and implementation of a teaching/learning sequence (TLS) to show the STEAM methodology in High School with a project-based learning approach, with students of the Master’s Degree in Secondary Science Teacher Training. The TLS designed integrates content and skills from various STEAM disciplines, with physics and biology being the main ones and adding a Project-Based Learning (PrBL) teaching approach through the search for the best way to protect oneself from the sun. In this case, the Master’s degree students had two roles: on the one hand, they acted like secondary education students and, on the other hand, like future teachers. Thus, we evaluated the sequence in three different ways: content acquisition, scientific skills and attitudes towards STEAM education. The results indicated a positive impact in all the aspects analysed.

An online teaching learning sequence with home experiments and simulations on relativity of motion and the equivalence principle in classical mechanics

We designed a teaching-learning sequence on relative motion in classical mechanics, based on the fundamental design principle of highlighting those conceptual elements which could be valuable in the future learning of special and general relativity In order to highlight selected key concepts and motivate students in their exploration, we used a series of experiments based on video analysis and interactive simulations, which can be modified on the fly by the students. In this study, we introduce a pilot investigation focused on testing the instructional sequence, and we provide initial outcomes regarding students’ understanding. The sequence of activities was tested with a group of 24 undergraduate students in an online laboratory course during the COVID-19 pandemic.

“The Elegance of Quantum Mechanics”: a didactic path for high school

This paper describes the work of design, testing and evaluation of the effectiveness of a pilot teaching-learning sequence on Quantum Mechanics (QM) presented to high school students and teachers. The aim is to construct a path starting from the discussion of real experiments to get to the mathematical basic structure of QM, and to test whether this path can be effectively proposed at high school level. The experimentation consisted of 10 Zoom meetings, between October 2021 and January 2022. At the end of each of the first nine meetings, each student was given a form aimed at bringing out the reasoning used, and the level of understanding achieved. At the end of the course a satisfaction survey was also given. The effectiveness of the activity was assessed by means of all homework and interviews with 13 students and 6 teachers.

The concept of pH and its logarithmic scale: A Micro Bit experience through inquiry, modeling, and computational thinking

The present work describes an educational experience carried out in a secondary school in Spain, where the case of Tinto River is presented as a learning scenario to understand the concept of pH and its logarithmic scale. Through the use and programming of controller boards (Micro Bit) and sensors, this study aims to address the underlying level of abstraction and alternative conceptions related to these topics. The intention is to provide practical examples for the development of a teaching-learning sequence based on inquiry, modeling, and computational thinking. This sequence addresses a current socio-scientific issue, while also considering students’ comments, and considering the Spanish digital competence model. The analysis includes an evaluation of its strengths, weaknesses, opportunities, and threats. The results indicate that the sequence can be highly motivating in understanding the concepts presented and in acquiring digital competencies. However, it also reveals limitations in terms of time required and the complexity of its design.

Exploring the effect of a phenomenological teaching-learning sequence on lower secondary school students’ views of light polarisation

The wave model of light in general, and the phenomenon of light polarisation in particular, are difficult topics for secondary school students. Prior research has indicated that a model-free phenomenological teaching approach may be fruitful in helping students overcome some of the widespread learning obstacles. These phenomenological approaches are characterised by their departure from abstract and mechanistic models of light, opting instead to prioritise students’ observations throughout the exploration of phenomena and experiments, unburdened by mathematical formalism or theoretical models. In this paper, we present a three-lessons phenomenological teaching-learning sequence on light polarisation. We evaluated of the teaching concept in classroom practise and analysed ways of thinking about light polarisation among N = 110 students (aged 12–14 years) who participated in the intervention using qualitative content analysis of free-text responses. The results provide preliminary empirical evidence that the presented instructional approach can contribute to the development of a qualitative understanding of polarisation among learners in introductory optics.

A teaching-learning sequence on colour in the context of a motivational stage for high school students

In this article we present a Teaching-Learning Sequence (TLS) on colour performed in the non-formal setting of a vocational stage with a sample of N=38 18-year-old high school students. Based both on previous educational research and the analysis of the characteristics of the Italian high school curriculum, the TLS adopts cooperative experimental investigation activities with low-cost equipment which help students distinguish different physical situations involving the combination of colours; furthermore, it focuses on developing a solid understanding of the connection between the physics and physiology of colour phenomena. The TLS was highly appreciated by students and, thanks in part to the inclusion of advanced topics such as photonic crystals and plasmons, it may have a significant motivational value.

Effects on growth mindset development of a teaching/learning sequence on surface phenomena

In this paper we discuss some aspects of the design of a teaching/learning sequence (TLS) on surface phenomena for high school students, inspired by the ideas proposed by inquiry and investigative based learning approaches. A good understanding of surface phenomena is relevant in Physics and other scientific and technical fields. This, and the acknowledgement that traditional teaching methods used to introduce the basic concepts related to this topic have often proved to be not very effective in captivating students’ interest and in favoring authentic understanding of the related physical content drove us in choosing this physics topic. Furthermore, some considerations on a case study on the efficacy of the TLS on the development of a growth mindset are reported.

Investigating the relationships between students’ reasoning in Socio-Scientific Issues and knowledge about scientific inquiry and modelling

In this paper, we investigate the relationships between students’ reasoning about socio-scientific issues and their knowledge about scientific inquiry and modeling. To this aim, we developed a teaching-learning sequence for Italian high school students (10th grade) during which the students were familiarized with the basic aspects of scientific inquiry and modelling and then confronted with the controversial scenario of the closing of a steel manufacture plant in Italy. The results show that students’ knowledge of models and the scientific inquiry does not seem adequate to achieve a sufficient level of competence in socio-scientific reasoning. Implication for teaching practice about physics-based socio-scientific issues will be briefly discussed.

“Romeo and Juliet: A Love out of the Shell”: Using Storytelling to Address Students’ Misconceptions and Promote Modeling Competencies in Science

In this paper, we present the design of a Teaching—Learning Sequence (TLS) based on storytelling. The TLS has a twofold goal: to address students’ misconceptions about atomic models and to promote students’ development of modeling skills. The story is titled “Romeo and Juliet: a love out of the shell”, and the characters are electrons living inside an atom. The TLS was tested with upper secondary school students. A qualitative analysis of the data shows that the TLS was able to engage students and helped them reconstruct the atomic model, while the story improved students’ understanding of specific concepts related to the atomic model. The use of storytelling in the context of our research is discussed, together with the limitations of the story and possible future research developments.