Scholarlink

One of the fundamental elements in Design-Based Research (DBR) when developing teaching-learning sequences (TLS) is making explicit the design tools used throughout the whole process, from the epistemological content analysis and the identification of learning demands in the design phase to those tools used in the evaluation and redesign phases. This study focus on the evaluation phase of a TLS about sound and presents an iterative methodology that allows taking empirically-based decisions for the refinement and further implementations of our TLS. This validation occurs in two dimensions: the analysis of the TLS quality and the learning achievement. In this chapter, we present results regarding the assessment of prospective primary teachers learning in relation to phenomenological aspects of sound, such as its vibratory nature and its properties.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Learning About Sound in Initial Teacher Training: Evaluation and Redesign of a Teaching-Learning Sequence

  • 章节

  • 发表日期：

    2025年

查看全文
  • Aritz Ruiz-González,
  • Arantza Rico,
  • Jenaro Guisasola

摘要

One of the fundamental elements in Design-Based Research (DBR) when developing teaching-learning sequences (TLS) is making explicit the design tools used throughout the whole process, from the epistemological content analysis and the identification of learning demands in the design phase to those tools used in the evaluation and redesign phases. This study focus on the evaluation phase of a TLS about sound and presents an iterative methodology that allows taking empirically-based decisions for the refinement and further implementations of our TLS. This validation occurs in two dimensions: the analysis of the TLS quality and the learning achievement. In this chapter, we present results regarding the assessment of prospective primary teachers learning in relation to phenomenological aspects of sound, such as its vibratory nature and its properties.