Investigación basada en el diseño de Secuencias de Enseñanza-Aprendizaje: una línea de investigación emergente en Enseñanza de las Ciencias
DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1801Información
Autores/as
- 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
Resumen
Desde hace unas décadas la investigación basada en el diseño de Secuencias de Enseñanza-Aprendizaje se ha convertido en una línea de investigación cada vez más aceptada con el objetivo de generar conocimiento sobre la naturaleza y las condiciones de la enseñanza y el aprendizaje, mediante el diseño y desarrollo de la innovación educativa en los entornos de aula. En la primera sección se realiza una breve revisión de las investigaciones centradas en estudios teóricos y empíricos de secuencias de enseñanza-aprendizaje en el entorno del aula. Así como, la relación de ésta tradición investigadora con el movimiento de las Investigaciones Basadas en el Diseño (IBD). La segunda sección se centra en el objetivo principal de este trabajo, la descripción de la IBD como una metodología de investigación, es decir como un procedimiento que proporciona pautas para desarrollo de una investigación. Finalmente, se discute sobre los elementos claves que definen la investigación basada en el diseño y se proponen ejemplo de trabajos publicados por los autores. En las conclusiones se discute sobre qué evidencias se ofrecen para apoyar los logros de este tipo de investigación y perspectivas de futuro.
Palabras clave: Secuencias de Enseñanza-Aprendizaje, Investigación basada en el diseño, características metodología IBD
Designing Teaching Learning Sequences with Design Based Research: an emerging research line in science education
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.
Keywords: Teaching-Learning Sequences, Design-Based Research, DBR methodology characteristics
Palabras clave
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Derechos de autor 2020 Jenaro Guisasola Aranzabal, Jaume Ametller, Kristina Zuza
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