Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics

[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 t...

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Autores principales:	Kristina Zuza, Paulo Sarriugarte, Jaume Ametller, Paula R. L. Heron, Jenaro Guisasola
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/6109fb37cbaa4fd69f91c496cfa519ec
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spelling	oai:doaj.org-article:6109fb37cbaa4fd69f91c496cfa519ec2021-12-02T13:27:25ZTowards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics10.1103/PhysRevPhysEducRes.16.0201492469-9896https://doaj.org/article/6109fb37cbaa4fd69f91c496cfa519ec2020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020149http://doi.org/10.1103/PhysRevPhysEducRes.16.020149https://doaj.org/toc/2469-9896[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.Kristina ZuzaPaulo SarriugarteJaume AmetllerPaula R. L. HeronJenaro GuisasolaAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020149 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Kristina Zuza Paulo Sarriugarte Jaume Ametller Paula R. L. Heron Jenaro Guisasola Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics
description	[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.
format	article
author	Kristina Zuza Paulo Sarriugarte Jaume Ametller Paula R. L. Heron Jenaro Guisasola
author_facet	Kristina Zuza Paulo Sarriugarte Jaume Ametller Paula R. L. Heron Jenaro Guisasola
author_sort	Kristina Zuza
title	Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics
title_short	Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics
title_full	Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics
title_fullStr	Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics
title_full_unstemmed	Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics
title_sort	towards a research program in designing and evaluating teaching materials: an example from dc resistive circuits in introductory physics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/6109fb37cbaa4fd69f91c496cfa519ec
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Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics

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