Cómo enseñar a diseñar Secuencias de Actividades de Ciencias: Principios, elementos y herramientas de diseño

Abstract

Designing Science teaching learning sequences is the teaching task least operationalized for pre-service or in-service teachers training. In this paper, we want to reflect on what Design-Based Research (DBR) contributes to the traditional Research-Based Design (RBD) of instructional sequences and their difficulties due to the lack of specificity of design principles. To solve it, based on our expertise as teacher educators, we propose three levels of specification (principles, elements and tools of design) developed around five dimensions: epistemological, conceptual, contextual, didactical, emotional and ideological. In addition to proposing specific examples for some of these dimensions, we propose the pretending design as an application of these levels of specification, as a process of teaching to design to pre-service Secondary School teachers training (Master's Degree in Secondary Education Teaching). Finally, we will comment on some concerns that we have not resolved.