ResumoA pesquisa baseada em design (DBR) envolve uma nova metodologia intervencionista que busca aliar aspectos teóricos da pesquisa em educação com a prática educacional. Na área de pesquisa em ensino de ciências, a DBR tem sido usada para planejar, implementar e avaliar sequências de ensino-aprendizagem (TLS) de conteúdos específicos. No presente artigo, apresentamos um quadro geral sobre a DBR e as TLS, descrevendo a metodologia envolvida. A partir de um olhar sobre a literatura disponível, entendemos que a metodologia DBR e os estudos envolvendo TLS são abordagens que podem contribuir com a construção e consolidação de conhecimentos didáticos específicos, ou mesmo mais gerais, relacionados com a prática docente e os processos de ensino e aprendizagem em sala de aula.Palavras-Chave: Pesquisa Baseada em Design; Sequências de Ensino-Aprendizagem; Desenho Didático; Conhecimento Didático. AbstractThe Design-Based Research (DBR) involves a new interventionist methodology that seeks to combine theoretical aspects of educational research to educational practice. In the research area of science education, the DBR has been used to plan, implement and evaluate Teaching-Learning Sequences (TLS) with specific content. In this article, we present a general framework on the DBR and TLS, describing the involved methodology. From a glance at the available literature, we support that both the DBR methodology and the studies involving TLS are potential approaches which can contribute to the construction and consolidation of specific didactic knowledge, or even, more general knowledge related to teaching practice and the processes of teaching and learning in the classroom.

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In this work, we discuss transformations in the meaning of the concept of mass, which are important to physics teaching, by means of three conceptual schemes, which emphasize visual patterns of knowledge organization. We begin by discussing how the meaning of a physical concept is constructed, through its relations with others. In physical theories, these connections usually involve mathematical operations. We focus on the concept of mass and its changes in three different contexts, namely classical mechanics, electromagnetism and relativity. Modifications are displayed as shifts in its relative position in conceptual schemes. These schemes enforce visual knowledge and may be used as didactical tools for teaching the subject, since they stress both the signification of mass in classical mechanics and its re-signification in relativity. This paves the way for a discussion of different approaches adopted for teaching the mass-energy relation in relativity, expressed by the famous formula E = mc 2 . As the terms rest mass, relativistic mass and invariant mass, which have different ontological and epistemological contents, are part of this discussion, we consider the main approaches to mass present in both relativity textbooks and discourses by some influential physicists.