Design-based Research: Case of a teaching sequence on mechanics

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...

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Bibliographic Details
Published inInternational journal of science education Vol. 31; no. 17; pp. 2275 - 2314
Main Authors Tiberghien, Andree, Vince, Jacques, Gaidioz, Pierre
Format Journal Article
LanguageEnglish
Published Routledge 15.11.2009
Taylor & Francis (Routledge)
Subjects
Classroom
Curriculum
Design study
Education
Grade 10
Humanities and Social Sciences
Inquiry
Inquiry-based teaching
Instructional Design
Interaction
Knowledge Level
Mechanics (Physics)
Modelling
Motion
Physics
Science Curriculum
Science Education
Scientific Concepts
Scientific Principles
Scientific Research
Secondary School Science
Teaching Methods
Teaching sequence
Theoretical approach
Theories
Social Sciences & Humanities
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Summary: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, Confrey, diSessa, Lehrer, and Schauble 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.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690902874894