Design based Research on Teaching-Learning Sequences: an emerging line of research in Science Teaching
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1801Info
Authors
- Jenaro Guisasola Aranzabal (ES) Universidad del País Vasco. San Sebastián. España
- Jaume Ametller (ES) Departamento de Didacticas Específicas, Universitat de Girona. Facultat d’Educacio i Psicologia. Girona. España https://orcid.org/0000-0002-9289-6718
- Kristina Zuza (ES) Departamento de Física Aplicada y DoPER, Universidad del País Vasco (UPV/EHU). Escuela de Ingeniería de Gipuzkoa. Donostia. España
Abstract
For decades, design based research on Teaching-Learning Sequences has become an increasingly accepted line of research for the theoretical and empirical study of learning in the midst of complex educational interventions in the classroom. We begin with a brief review of the research tradition in Teaching-Learning Sequences in Science Education and its relationship to design-based research. Next, design-based research is described as a research methodology, that is, as a procedure that provides guidelines for research development. Finally, we discuss the key elements that define design-based research and what evidence is offered to support the achievements of this type of research.
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Copyright (c) 2020 Jenaro Guisasola Aranzabal, Jaume Ametller, Kristina Zuza
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