Designing theory-based teaching-learning sequences for science.
FI Scientific Library, nr. 64. Kortland, J. & Klaassen, C. J. W. M. (2010) 174 pp.
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https://www.fisme.science.uu.nl/publicaties/literatuur/2010_book_sympPL_FI-website.pdf

Abstract

The systematic study of design and evaluation of educational interventions – such as teaching-learning sequences –aims both to provide solutions to complex problems in educational practice, and to advance our knowledge about the characteristics of these interventions and the process of designing, implementing and evaluating them. Part of this knowledge reflects a local didactical theory: a didactical structure – an empirically based description and justification of the interrelated processes of teaching and learning – for teaching-learning processes for a topic. Beyond simply creating effective designs, a local didactical theory explains why designs work and suggests how they might be adapted to new topics and/or new circumstances.
The book focuses on designing theory-based teaching-learning sequences for science education: what can be considered a local didactical theory and how does such a theory inform the design of teaching-learning sequences?

On Friday, October 9, 2009 a symposium was held on the occasion of the retirement, and thus in honour of Piet Lijnse – now Emeritus Professor of Physics Didactics at the Freudenthal Institute for Science and Mathematics Education, Utrecht University, the Netherlands. The topic of this symposium was clearly related to much of the work Piet has been doing for decades. The symposium therefore can be considered both an event to honour him for his contribution to science education research, and a stimulus for continuing work of this sort.
The first section of the book presents the contributions to the symposium: the lectures given by John Leach (also on behalf of Jaume Ametller and Phil Scott), Laurence Viennot, Robin Millar, and, of course, Piet Lijnse himself. Due to family circumstances and much to his regret, Jon Ogborn was not able to attend the symposium, but his intended contribution is also included. The second section of the book offers reprints of a number of key publications by Piet Lijnse, often referred to in the symposium contributions.




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