activities. Another example is of redesign as a consequence of implementation
analysis. The objective of this chapter is not to show all the evidence obtained in
the design research process, but rather to show the consensus reached by the
community in the research that follows a DBR methodology and define its main
characteristics. The examples try to illustrate the research theory for a specific topic.
Acknowledgment The authors would like to thank the economical support provided by the
Project MINECO EDU2015-65359-P and by the Project of the University of the Basque Country
GIU19/071.
References
Ametller J, Leach J, Scott P (2007) Using perspectives on subject learning to inform the design of
subject teaching: an example from science education. Curric J 18(4):479–492
Anderson T, Shattuck J (2012) Design-based research: a decade of progress in education research?
Educ Res 41(1):16–25
Barab S, Squire K (2004) Design-based research: putting a stake in the ground. J Learn Sci 13
(1):1–14
Bensheguir A, Closset JL (1996) The electrostatics-electrokinetics transition: historical and educational difficulties. Int J Sci Educ 18(2):179–191
Closset JL (1983) Sequential reasoning in electricity. In: Delacote G, Tiberghien A, Schwartz J
(eds) Research on physics education: proceedings of the first international workshop. Editions
du CNRS, Paris, pp 313–319
Duit R (2009) Bibliography–STCSE. Students’ and teachers’ conceptions and science education.
http://www.ipn.uni-kiel.de/aktuell/stcse/download_stcse.html
Easterday MW, Lewis DR, Gerber EM (2014) Design-based research process: problems, phases,
and applications. International Society of the Learning Sciences, Boulder, CO
Goikoetxea A (2017) Dificultades de aprendizaje de los estudiantes de universidad en la transición
entre electrostática y circuitos simples de corriente continua. Thesis of master. Programa de
Psicodidáctica, San Sebastián
Griffith DJ (2014) Introduction to electrodynamics, 4th edn. Pearson Education Ltd., Harlow
Härtel H (1993) New approach to introduce basic concepts in electricity. In: Caillot TM
(ed) Learning electricity and electronic with advance educational technology. Springer, Berlin,
pp 5–21
Heilbron JL (1979) Electricity in the 17th and 18th centuries. A study of early modern physics.
University of California Press, Berkeley, CA
Hirvonen PE (2007) Surface-charge-based micro-models a solid foundation for learning about
direct current circuits. Eur J Phys 28:581–592
Jefimenko OD (1966) Electricity and magnetism. Appleton-Century Crofts, New York, NY
Kortland K, Klaassen K (2010) Designing theory-based teaching-learning sequences for science
education. FSME, Utrecht
Leniz A, Zuza K, Guisasola J (2017) Students’ reasoning when tackling electric field and potential
in explanation of dc resistive circuits. Phys Rev Phys Educ Res 13:010128
Liegeois L, Mullet E (2002) High school students’ understanding of resistance in simple series
electric circuits. Int J Sci Educ 24(6):551–564
Lijnse P (2004) Didactical structures as an outcome of research on teaching–learning sequences? Int
J Sci Educ 26(5):537–554
Maxwell JC (1865) A dynamical theory of the electromagnetic field. Philos Trans R Soc Lond
155:459–512
13 Designing Teaching Learning Sequences Based on Design-Based Research
173
analysis. The objective of this chapter is not to show all the evidence obtained in
the design research process, but rather to show the consensus reached by the
community in the research that follows a DBR methodology and define its main
characteristics. The examples try to illustrate the research theory for a specific topic.
Acknowledgment The authors would like to thank the economical support provided by the
Project MINECO EDU2015-65359-P and by the Project of the University of the Basque Country
GIU19/071.
References
Ametller J, Leach J, Scott P (2007) Using perspectives on subject learning to inform the design of
subject teaching: an example from science education. Curric J 18(4):479–492
Anderson T, Shattuck J (2012) Design-based research: a decade of progress in education research?
Educ Res 41(1):16–25
Barab S, Squire K (2004) Design-based research: putting a stake in the ground. J Learn Sci 13
(1):1–14
Bensheguir A, Closset JL (1996) The electrostatics-electrokinetics transition: historical and educational difficulties. Int J Sci Educ 18(2):179–191
Closset JL (1983) Sequential reasoning in electricity. In: Delacote G, Tiberghien A, Schwartz J
(eds) Research on physics education: proceedings of the first international workshop. Editions
du CNRS, Paris, pp 313–319
Duit R (2009) Bibliography–STCSE. Students’ and teachers’ conceptions and science education.
http://www.ipn.uni-kiel.de/aktuell/stcse/download_stcse.html
Easterday MW, Lewis DR, Gerber EM (2014) Design-based research process: problems, phases,
and applications. International Society of the Learning Sciences, Boulder, CO
Goikoetxea A (2017) Dificultades de aprendizaje de los estudiantes de universidad en la transición
entre electrostática y circuitos simples de corriente continua. Thesis of master. Programa de
Psicodidáctica, San Sebastián
Griffith DJ (2014) Introduction to electrodynamics, 4th edn. Pearson Education Ltd., Harlow
Härtel H (1993) New approach to introduce basic concepts in electricity. In: Caillot TM
(ed) Learning electricity and electronic with advance educational technology. Springer, Berlin,
pp 5–21
Heilbron JL (1979) Electricity in the 17th and 18th centuries. A study of early modern physics.
University of California Press, Berkeley, CA
Hirvonen PE (2007) Surface-charge-based micro-models a solid foundation for learning about
direct current circuits. Eur J Phys 28:581–592
Jefimenko OD (1966) Electricity and magnetism. Appleton-Century Crofts, New York, NY
Kortland K, Klaassen K (2010) Designing theory-based teaching-learning sequences for science
education. FSME, Utrecht
Leniz A, Zuza K, Guisasola J (2017) Students’ reasoning when tackling electric field and potential
in explanation of dc resistive circuits. Phys Rev Phys Educ Res 13:010128
Liegeois L, Mullet E (2002) High school students’ understanding of resistance in simple series
electric circuits. Int J Sci Educ 24(6):551–564
Lijnse P (2004) Didactical structures as an outcome of research on teaching–learning sequences? Int
J Sci Educ 26(5):537–554
Maxwell JC (1865) A dynamical theory of the electromagnetic field. Philos Trans R Soc Lond
155:459–512
13 Designing Teaching Learning Sequences Based on Design-Based Research
173