Article2002

Designing and Evaluating Science Teaching Sequences: An Approach Drawing upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning

277 citations0/0 files storedStudies in Science Education

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Science Education and Pedagogy Innovative Teaching and Learning Methods Science and Education Research

Abstract

(2002). Designing and Evaluating Science Teaching Sequences: An Approach Drawing upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning. Studies in Science Education: Vol. 38, No. 1, pp. 115-142.

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References

1978Mind in Society: The Development of Higher Psychological Processes 1981The Dialogic Imagination: Four Essays 1986Speech Genres and Other Late Essays 1976THE ROLE OF TUTORING IN PROBLEM SOLVING *1982The Dialogic Imagination: Four Essays 1982Accommodation of a scientific conception: Toward a theory of conceptual change 1991Voices of the Mind: A Sociocultural Approach to Mediated Action 1992Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings

Cited by

2003Individual and Sociocultural Views of Learning in Science Education 2007When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue 2009Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences 2004Didactical structures as an outcome of research on teaching–learning sequences?2006Beyond Constructivism: the Progressive Research Programme into Learning Science 2011Pedagogical link‐making: a fundamental aspect of teaching and learning scientific conceptual knowledge 2010In the mind and in the technology: The vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard 2004Learning hypotheses and an associated tool to design and to analyse teaching–learning sequences

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