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Design-based research: case of a teaching sequence on mechanics


Tiberghien, Andree; Vince, Jacques; Gaidioz, Pierre


Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-198304

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Abstract Design-based research, and particularly its theoretical status, is a subject of debate in the science education community. In the first part of this paper, a theoretical framework drawn up to develop design-based research will be presented. This framework is mainly based on epistemological analysis of physics modelling, learning and teaching hypotheses. It includes grand theories, a specific theory that following Cobb & al. (2003) is a ‘humble theory’ in the sense that it does ‘real work’, and tools for design. In the second part, we will show how this specific theory and its tools led designers to develop teaching resources in the case of a teaching sequence on mechanics (grade 10). We will explain how the components of the specific theory and tools guide the design at different levels; the conceptual structure of the teaching sequence, the chronology of the activities, the various choices of the type of activity and their wording. This presentation makes the bases of designing teaching resources explicit and therefore allows for scientific debate.
Thesaurusschlagwörter curriculum
Klassifikation Unterricht, Didaktik
Freie Schlagwörter classroom; design study; inquiry-based teaching; science education; modelling; theoretical approach; teaching sequence
Sprache Dokument Englisch
Publikationsjahr 2009
Seitenangabe S. 2275-2314
Zeitschriftentitel International Journal of Science Education, 31 (2009) 17
DOI http://dx.doi.org/10.1080/09500690902874894
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)