Towards a Research Program in Designing and Evaluating Teaching Materials: An Example from DC Resistive Circuits in Introductory Physics

Autor/inn/en	Zuza, Kristina; Sarriugarte, Paulo; Ametller, Jaume; Heron, Paula R. L.; Guisasola, Jenaro
Titel	Towards a Research Program in Designing and Evaluating Teaching Materials: An Example from DC Resistive Circuits in Introductory Physics
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020149 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zuza, Kristina) ORCID (Ametller, Jaume) ORCID (Heron, Paula R. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Instructional Design; Instructional Materials; Instructional Material Evaluation; Introductory Courses; Physics; Science Instruction; Educational Practices; Electronic Equipment; Decision Making; Sequential Learning; College Students; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Einführungskurs; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Elektronisches Gerät; Decision-making; Entscheidungsfindung; Didaktische Sequenzierung; Lernsequenz; Collegestudent; Ausland; Spanien
Abstract	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We argue that teaching learning sequence (TLS) design needs to be further developed through the explicit articulation of methodology, which comprises the theoretical commitments regarding research and how those give rise to methods for design, implementation and assessment. In this study we propose design based research (DBR) as a methodology to conduct systematic and iterative studies of the design and assessment of educational interventions (such as materials and strategies) as solutions to complex problems in educational practice. This methodology does not specify theoretical commitments regarding the nature of learning and how those give rise to teaching strategies, but the articulation of those commitments is expected as part of the justification for decision making in the design process. In order to demonstrate the framework, we present an example of TLS development in the context of introductory electrostatics and dc circuits. We describe the evaluation of the TLS over three years of implementation, addressing both the capacity of the TLS for involving students in learning the topic and the students' learning itself. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01