Year: 2017
Type: article
Abstract: 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.
Institutions: University of the Basque Country, Universitat de Girona
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,000
OpenAlex ID: W2776400780