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

[journal article]

Tiberghien, Andree; Vince, Jacques; Gaidioz, Pierre

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Please use the following Persistent Identifier (PID) to cite this document: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.
Keywords curriculum
Classification Curriculum, Teaching, Didactics
Free Keywords classroom; design study; inquiry-based teaching; science education; modelling; theoretical approach; teaching sequence
Document language English
Publication Year 2009
Page/Pages p. 2275-2314
Journal International Journal of Science Education, 31 (2009) 17
DOI http://dx.doi.org/10.1080/09500690902874894
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)