Chapter 13
Designing Teaching Learning Sequences
Based on Design-Based Research
Jenaro Guisasola, Kristina Zuza, and Ane Leniz
Abstract In this chapter, we put forward a proposal for the design of teaching and
learning sequences in high school and university. We will connect our proposal with
relevant contributions on the design of teaching sequences, ground it on the designbased research methodology, and discuss how teaching and learning sequences
designed according to our proposal supposes an research on physics education. An
iterative methodology for designing the teaching and learning sequence (TLS) is
presented in the teaching of fundamentals of dc circuits.
13.1 Introduction
Since the 1980s of the last century, research in physics education has repeatedly
shown that students do not achieve the expected learning. Secondary and university
students, despite years of schooling, still have alternative conceptions to scientists
(Duit 2009). From these works, research in physics education has developed designbased research approaches. The Design-Based Research is based on the fact that we
can learn important knowledge about the nature and conditions of teaching and
learning by trying to design and develop educational innovation in classroom
settings. Design-Based Research (hereinafter DBR) necessarily includes the design,
implementation, and evaluation of Teaching/Learning Sequences (TLS) as interventional research that generates new pedagogical knowledge (Kortland and Klaassen
2010).
TLS can be broadly defined as “an interventionist research activity and product,
similar to a traditional curriculum unit, that includes well-researched teachinglearning activities empirically adapted to student reasoning” (Méheut and Psillos
2004). Therefore, TLS design reflects the interrelationship between the development
of tools and learning environments and the development of theory. This
J. Guisasola (*) · K. Zuza · A. Leniz
Department of Applied Physics, Escuela de Ingeniería de Gipuzkoa, DOPER Research Group,
University of the Basque Country, Donostia-San Sebastian, Spain
e-mail: jenaro.guisasola@ehu.es; kristina.zuza@ehu.es
© Springer Nature Switzerland AG 2021
B. G. Sidharth et al. (eds.), Fundamental Physics and Physics Education Research,
https://doi.org/10.1007/978-3-030-52923-9_13
163
Designing Teaching Learning Sequences
Based on Design-Based Research
Jenaro Guisasola, Kristina Zuza, and Ane Leniz
Abstract In this chapter, we put forward a proposal for the design of teaching and
learning sequences in high school and university. We will connect our proposal with
relevant contributions on the design of teaching sequences, ground it on the designbased research methodology, and discuss how teaching and learning sequences
designed according to our proposal supposes an research on physics education. An
iterative methodology for designing the teaching and learning sequence (TLS) is
presented in the teaching of fundamentals of dc circuits.
13.1 Introduction
Since the 1980s of the last century, research in physics education has repeatedly
shown that students do not achieve the expected learning. Secondary and university
students, despite years of schooling, still have alternative conceptions to scientists
(Duit 2009). From these works, research in physics education has developed designbased research approaches. The Design-Based Research is based on the fact that we
can learn important knowledge about the nature and conditions of teaching and
learning by trying to design and develop educational innovation in classroom
settings. Design-Based Research (hereinafter DBR) necessarily includes the design,
implementation, and evaluation of Teaching/Learning Sequences (TLS) as interventional research that generates new pedagogical knowledge (Kortland and Klaassen
2010).
TLS can be broadly defined as “an interventionist research activity and product,
similar to a traditional curriculum unit, that includes well-researched teachinglearning activities empirically adapted to student reasoning” (Méheut and Psillos
2004). Therefore, TLS design reflects the interrelationship between the development
of tools and learning environments and the development of theory. This
J. Guisasola (*) · K. Zuza · A. Leniz
Department of Applied Physics, Escuela de Ingeniería de Gipuzkoa, DOPER Research Group,
University of the Basque Country, Donostia-San Sebastian, Spain
e-mail: jenaro.guisasola@ehu.es; kristina.zuza@ehu.es
© Springer Nature Switzerland AG 2021
B. G. Sidharth et al. (eds.), Fundamental Physics and Physics Education Research,
https://doi.org/10.1007/978-3-030-52923-9_13
163