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arXiv:2404.13623v1 Announce Type: new
Abstract: Over the last three decades, various didactic proposals have been published in an attempt to connect theory and research findings with the design of Teaching-Learning Sequences (TLS) in various contexts. Many studies have analysed the process of designing teaching-learning sequences as a research activity. This line of research aims to increase the impact and transferability of educational practice.
However, the information usually provided about the relation between the theory and research findings with the design of the TLS is insufficiently detailed to provide the basis for a critique. Furthermore, not all TLS proposals include evaluation in terms of learning outcomes and very rarely are these learning outcomes specifically related to the design process. This lack of detailed information on the design and evaluation of proposed TLS makes it difficult to properly assess their potential effectiveness or to systematically discuss and improve their design. In this chapter we want to contribute to make the rationale for design decisions explicit. The aim of this paper is to describe in detail how the theoretical orientations of designers of teaching materials towards cognition and learning can shape the structure and pedagogical strategies of the resulting TLS. We will analyse the relationship of two design tools (Epistemological analysis and Learning demands) to theoretical assumptions about learning and the nature of science. We want to highlight the benefits of reflecting on and discussing theoretical elements and their links to design decisions, which makes TLS design more productive on a practical level to broaden the teaching and learning perspectives of TLS. Finally, we will explore the question to what extent the theoretical orientations of curriculum designers towards cognition and learning can influence the structure and pedagogical strategies of the resulting TLS