Design-Based Research in Science Education:  One Step Towards Methodology

Juuti, Kalle; Lavonen, Jari

doi:10.5617/nordina.424

Cited by 59 publications

(64 citation statements)

References 34 publications

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“…As other authors have pointed out [12,13] presenting all the relevant information about the design and evaluation process of TLSs requires more space than is usually allowed for a paper. Hence we will focus here on two aspects.…”

Section: Introductionmentioning

confidence: 99%

“…Even though the benefits of DBR in educational research have been questioned by some authors [3] we can find studies in the literature that report on its benefits in science education research. Juuti and Lavonen [12], reporting on their experience using DBR to design science TLSs, show how DBR provides the basis for a scientific approach to science education research by improving the trustworthiness of the designed TLS effectiveness as well as producing new "educational knowledge" Ref. [12], p. 65.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating and redesigning teaching learning sequences at the introductory physics level

Guisasola

Zuza

Ametller

et al. 2017

Phys. Rev. Phys. Educ. Res.

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In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal relate to learning progressions. An iterative methodology for evaluating and redesigning the teaching and learning sequence (TLS) is presented. The proposed assessment strategy focuses on three aspects: (a) evaluation of the activities of the TLS, (b) evaluation of learning achieved by students in relation to the intended objectives, and (c) a document for gathering the difficulties found when implementing the TLS to serve as a guide to teachers. Discussion of this guide with external teachers provides feedback used for the TLS redesign. The context of our implementation and evaluation is an innovative calculus-based physics course for first-year engineering and science degree students at the University of the Basque Country.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating and redesigning teaching learning sequences at the introductory physics level

Guisasola

Zuza

Ametller

et al. 2017

Phys. Rev. Phys. Educ. Res.

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“…Com efeito, muitos professores consideram irrelevantes os resultados da investigação educacional para o seu dia-a-dia dentro da sala de aula, verificando-se um fosso entre a teoria e a prática dos professores (COSTA; MARQUES; KEMPA, 2000;JUUTI;LAVONEN, 2006). Neste sentido, torna-se urgente que os investigadores façam os seus estudos no contexto sala de aula e trabalhem em colaboração com os professores (COLLINS, 1992).…”

Section: Introductionunclassified

Contributo Do Trabalho Colaborativo Para O Desenvolvimento Profissional De Professores De Física E Química

Baptista

Freire

2011

Nuances

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RESUMO: O presente artigo relata um estudo que teve como finalidade conhecer o que pensam os professores sobre o papel do trabalho colaborativo para o seu desenvolvimento profissional. A colaboração foi promovida entre professoras e investigadora durante um Programa de Formação (PF) que pretendeu levar à concepção e implementação de tarefas de investigação na sala de aula. Os dados foram recolhidos recorrendo-se a entrevistas, a reflexões escritas elaboradas após cada sessão do PF e a gravações áudio tanto das sessões do PF, como das aulas assistidas das professoras. Os resultados mostram que as professoras consideraram que o trabalho colaborativo, levado a cabo com a investigadora durante o PF, promoveu a realização de aprendizagens relacionadas com a aplicabilidade da teoria à prática, com a elaboração das tarefas de investigação e com a sua implementação na sala de aula. O aprender a ensinar tarefas de investigação contribuiu, inevitavelmente, para o seu desenvolvimento profissional. PALAVRAS-CHAVE: desenvolvimento profissional; colaboração; formação de professores; investigação em educação.ABSTRACT: This paper reports a study aiming to know what teachers think about the role of collaborative work to their professional development. The collaboration was promoted between teachers and researcher during a teacher education program (TEP) that intended the conception and implementation of inquiry tasks in the classroom. Data were collected through interviews, written reflections elaborated at the end of each TEP's session and audio recording of TEP's sessions and of teachers' lessons. The results show that teachers considered that collaborative work with the researcher during the TEP promoted a learning related with the applicability of theory in practice, with the elaboration of inquiry tasks and with its implementation in the classroom. Learning to teach inquiry tasks contributed, inevitably, for their professional development.

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“…É bem conhecida a posição de muitos professores que consideram irrelevante para sua prática as pesquisas desenvolvidas nos meios acadêmicos, muitas vezes descontextualizadas da realidade (MALDANER, 2000). Para estes professores existe um fosso entre a teoria e sua prática (COSTA, MARQUES;KEMPA, 2000;JUUTI;LAVONEN, 2006) que constitui um obstáculo ao necessário reconhecimento da importância da mudança e dos propósitos desta. De acordo com Freire (2009), a mudança em educação depende daquilo que os professores pensarem dela, o que fizerem dela e da maneira como a conseguirem construir ativamente.…”

Section: Contexto Educacional Onde Se Insere O Problemaunclassified

O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores

Ferreira¹

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With this study, we tried to find out the integration process of visualizations in the classroom and see the impact of a teacher training, to discuss and promote the use of visualizations in the Chemistry and Physics, on the conceptions of in service teachers in Brazil and in Portugal. One aimed to identify the preconceptions that these teachers presented early in the training, about the use of visualizations, and the possible changes that occurred after the involvement in the course. One tried also to characterize the pedagogical approaches that teachers used and the difficulties they encountered during the use of visualizations in the Chemistry and Physics teaching. In this study, we used a methodology that has its roots in qualitative research with interpretive guidance. In Brazil fourteen teachers of Chemistry and Natural Sciences of the Elementary and Secondary Education, distributed by fourteen schools belonging to the Greater São Paulo participated in this study. In Portugal had participated fourteen Physics and Chemistry teachers of Elementary and Secondary Education, distributed by eight public schools belong to the region of Lisbon. Since this study was applied in two contexts the strategy chosen was to two study cases, the case of Brazil and the case of Portugal. One used various instruments to collect data: naturalistic observation, questionnaires, interviews and written documents. In data analysis, we used the method of constant questioning and comparison to the saturation of the categories. The results revealed the existence of changes in conceptions about the use of visualizations. In Brazil's case the changes were more pronounced in the reasons for the use of visualizations and on the selection criteria of these resources. In this group, after training the teachers were more aware of the impact of visualizations in knowledge construction, in addition to the motivational role. Likewise, they proved to be more discriminating in the choice of these resources. In the case of Portugal, the changes focused on the selection criteria and the potential of these resources. In this case, the teachers showed tighter criteria for selection of these resources, and recognize other potentials, especially in terms of skills development. Regarding the approaches used in both cases prevailed the ones that deviated more from traditional teaching. Teachers tried to incorporate strategies into their teaching sequences based on constructivist views in order to involve students in their learning. Regarding the difficulties faced by teachers to integrate these resources into their practices, in the case of Brazil they stood either on the technical and pedagogical ones. The technical difficulties were related to the use of technology (simulations, animations) and the pedagogical difficulties were related to the uncertainty about the role of these resources in learning. In the case of Portugal, these difficulties were evident in the pedagogical level, including the role of the teacher in relation to these resources. This s...

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Design-Based Research in Science Education: One Step Towards Methodology

Cited by 59 publications

References 34 publications

Evaluating and redesigning teaching learning sequences at the introductory physics level

Evaluating and redesigning teaching learning sequences at the introductory physics level

Contributo Do Trabalho Colaborativo Para O Desenvolvimento Profissional De Professores De Física E Química

O uso de visualizações no ensino de Química e de Física: a formação pedagógica dos professores

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