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2006-04-25 (Vol 3, No 4)

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International Journal of Science Education , V26, N05 (2004)

Teaching-learning sequences: aims and tools for science education research.

Martine Méheut, Dimitris Psillos

One notable line of inquiry, aspects of which date back to the early 1980s, involves the design and implementation not of long-term curricula, but of topic-oriented sequences for teaching science. One distinguishing characteristic of a teaching-learning sequence (TLS) is its inclusion in a gradual research-based evolutionary process aiming at interlacing the scientific and the student perspective. In the present paper, which is introductory to the special issue, we attempt to serve a double purpose: on the one hand, we provide an overview of developments and trends with regard to TLSs and their classroom validation, discussing empirical studies, theoretical proposals, methodological tools and approaches to describing the design of these sequences in ordinary language, while on the other the paper serves as an introduction to this volume, making it easier for the reader to apprehend the processes of development and validation of research on TLSs.

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1980³â´ë Ãʱ⿡ °Å½½·¯ ¿Ã¶ó°¡¼­ º» Ž±¸ÀÇ Á߽ɼ±Àº ±ä ±â°£ÀÇ ±³À°°úÁ¤ÀÌ ¾Æ´Ñ °úÇб³À°¿¡ ´ëÇÑ ÁÖÁ¦ Áß½ÉÀÇ °úÁ¤À» ¼³°èÇÏ°í ÀÌÇàÇÏ´Â °ÍÀ» Æ÷ÇÔÇÑ´Ù. ±³¼öÇнÀ°úÁ¤(TLS)´Â °úÇÐÀûÀÎ °üÁ¡°ú ÇлýµéÀÇ °üÁ¡À» Â¥¸ÂÃߴµ¥ ¸ñÀûÀ» µÐ Á¡ÁøÀûÀÎ ¿¬±¸±â¹Ý ÁøÈ­ °úÁ¤À» Æ÷ÇÔÇÏ´Â °ÍÀÌ´Ù. Ưº°ÇÑ ³íÁ¡ÀÇ ¼Ò°³°ÝÀÎ ÀÌ ³í¹®¿¡¼­ ¿ì¸®´Â µÎ°¡Áö ¸ñÀûÀ» ´Þ¼ºÇÏ°íÀÚ ÇÑ´Ù. ù°, ¿ì¸®´Â ±³¼öÇнÀ°úÁ¤¿¡ °ü·ÃµÈ ¹ß´Þ°ú °æÇâ¿¡ ´ëÇÑ °³°ü, ±³½Ç¿¡¼­ÀÇ Á¤´ç¼º, ½ÇÇèÀû ¿¬±¸¿¡ ´ëÇÑ Åä·ÐÇϱâ, ÀÌ·ÐÀûÀÎ Á¦¾È, ¹æ¹ý·ÐÀûÀÎ µµ±¸¿Í Åë»óÀûÀÎ ¾ð¾î·Î ÀÌ·¯ÇÑ °úÁ¤À» ¼³°èÇÏ´Â °ÍÀ» ¹¦»çÇÏ´Â Á¢±Ùµé¿¡ ´ëÇÑ °³·«ÀûÀÎ °ÍÀ» Á¦½ÃÇÑ´Ù. µÎ ¹ø°·Î´Â ÀÌ ³í¹®¿¡¼­ ¿ì¸®´Â µ¶ÀÚµéÀÌ ±³¼öÇнÀ°úÁ¤¿¡ ´ëÇÑ ¿¬±¸ÀÇ ¹ß´Þ´Ü°è¿Í ÀûÇÕ¼ºÀ» ÀÌÇØÇÏ´Â °ÍÀ» ½±°Ô ¸¸µé±â À§ÇÑ ¼Ò°³±ÛÀ» Á¦½ÃÇÑ´Ù.

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Didactical structures as an outcome of research on teaching-learning sequences?

Piet Lijnse, Kees Klaassen

This paper describes 'didactical structures' as a possible outcome of research on teaching-learning sequences. Starting from an explicit didactical perspective, in this case a so-called problem-posing approach, the research emphasis lies on the didactical quality with which this particular perspective can be put into classroom practice in the teaching and learning of a certain topic. This is done by a process of developmental research, in which a research scenario, as a detailed prediction and theoretical justification of the hypothesized teaching/learning process, plays a crucial role. Three empirically supported resulting didactical structures are described, developed for the solution of different content dependent didactical problems. By reflection on these structures, more general structures and features are abstracted that enable transfer of the outcomes to the didactics of other topics. Finally, it is discussed what these results can offer to the development of a more general didactical theory.

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ÀÌ ³í¹®Àº ±³¼ö-ÇнÀ °úÁ¤¿¡ ´ëÇÑ °¡´ÉÇÑ ¿¬±¸ °á°ú·Î¼­ ¡®±³¼öÀû ±¸Á¶¡¯¸¦ ±â¼úÇÑ´Ù. ¸íÄèÇÑ ±³¼öÀû °üÁ¡(ÀÌ °æ¿ì¿¡´Â ¼ÒÀ§ ¹®Á¦-Áø¼ú Á¢±Ù)À¸·Î ½ÃÀÛÇؼ­ ¿¬±¸´Â ÀÌ·¯ÇÑ Æ¯Â¡ÀûÀÎ Á¶¸ÁÀÌ ¾î¶² ÁÖÁ¦ÀÇ ±³¼ö¿Í ÇнÀ¿¡¼­ ±³½Ç È°µ¿¿¡ ³Ö¾îÁö´Â ±³¼öÀûÀÎ ÁúÀûÀÎ ºÎºÐ¿¡ ÃÊÁ¡À» µÎ°í ÀÖ´Ù. ÀÌ°ÍÀº ¹ß´Þ ¿¬±¸ÀÇ °úÁ¤À¸·Î ¼öÇàµÇ´Âµ¥ ¿¬±¸ÀÇ ½Ã³ª¸®¿À´Â °¡Á¤µÈ ±³¼öÇнÀ °úÁ¤ÀÇ ¼¼ºÎÀûÀÎ ¿¹»ó°ú ÀÌ·ÐÀûÀÎ Á¤´çÈ­·Î¼­ °áÁ¤ÀûÀÎ ¿ªÇÒÀ» ÇÑ´Ù. ¼¼ °¡Áö °æÇèÀûÀ¸·Î Áö¿øµÈ ±³¼öÀû ±¸Á¶°¡ ¹¦»çµÇ°í, ´Ù¾çÇÑ ³»¿ë µ¶¸³ÀûÀÎ ±³¼öÀû ¹®Á¦µéÀ» À§ÇÑ ÇØ°¡ °³¹ßµÇ¾ú´Ù. ÀÌ·¯ÇÑ ±¸Á¶µé¿¡ ´ëÇÑ ¹Ý¿µ¿¡ ÀÇÇؼ­, ´Ù¸¥ ÁÖÁ¦ÀÇ ±³¼ö¹ý¿¡ ´ëÇÑ °á°ú¹°·Î ÀüÀÌ°¡ °¡´ÉÇÏ°Ô ÇÏ´Â ´õ¿í ÀϹÝÀûÀÎ ±¸Á¶¿Í Ư¡µéÀÌ ÃßÃâµÇ¾ú´Ù. °á°úÀûÀ¸·Î ÀÌ·¯ÇÑ °á°ú¹°µéÀÌ ´õ¿í ÀϹÝÀûÀÎ ±³¼ö ÀÌ·ÐÀÇ ¹ß´Þ¿¡ ¹«¾ùÀ» Á¦°øÇÒ ¼ö ÀÖÀ»Áö¿¡ ´ëÇÏ¿© ³íÀǵǾú´Ù.

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An epistemological analysis of the evolution of didactical activities in teaching-learning sequences: the case of fluids.

D. Psillos, Vassilis Tselfes, Petros Kariotoglou

In the present paper we propose a theoretical framework for an epistemological modelling of teaching-learning (didactical) activities, which draws on recent studies of scientific practice. We present and analyse the framework, which includes three categories: namely, Cosmos- Evidence-Ideas (CEI). We also apply this framework in order to model a posteriori the didactical activities included in three successive teaching-learning sequences in the field of fluids, developed gradually by the same researchers over several years under evolving dominant approaches to science teaching and learning (transmission, discovery, constructivist). For each sequence we analyse the planned activities included in student and teacher documents in terms of the CEI model. We deduce the suggested links (or lack of them) between the three categories and discuss the opportunities that students would have during science teaching to link in each sequence the world of theories with real things.

±³¼ö-ÇнÀ °úÁ¤¿¡¼­ ±³¼öÀû È°µ¿ÀÇ ÁøÈ­¿¡ ´ëÇÑ ÀνŷÐÀûÀÎ ºÐ¼®: ¡®À¯Ã¼¡¯ÀÇ °æ¿ì

ÀÌ ¿¬±¸¿¡¼­ ¿ì¸®´Â ÃÖ±ÙÀÇ °úÇÐÀû È°µ¿ÀÇ ¿¬±¸¸¦ À̲ô´Â ±³¼ö-ÇнÀ È°µ¿ÀÇ ÀνķÐÀûÀÎ ¸ðµ¨¸µÀ» À§ÇÑ ÀÌ·ÐÀûÀΠƲÀ» Á¦½ÃÇÑ´Ù. ¿ì¸®´Â ¼¼ °¡Áö ¹üÁÖ(CEI: Á¶È­-Áõ°Å-¾ÆÀ̵ð¾î)·Î ±¸¼ºµÈ ƲÀ» Á¦½ÃÇÏ°í ºÐ¼®ÇÑ´Ù. ¶ÇÇÑ ¿ì¸®´Â À¯Ã¼ÀÇ ¿µ¿ª¿¡¼­ ¼¼ °¡Áö ¿¬¼ÓÀûÀÎ ±³¼ö-ÇнÀ °úÁ¤¿¡ Æ÷ÇÔµÈ, µ¿ÀÏÇÑ ¿¬±¸Àڵ鿡 ÀÇÇؼ­ ¼ö³âµ¿ÇÑ °³¹ßµÈ ±³¼ö È°µ¿µéÀ» ¸ðµ¨È­Çϱâ À§Çؼ­ ÀÌ·¯ÇÑ Æ²À» °úÇÐ ±³¼ö¿Í ÇнÀ(ÀüÆÄ, ¹ß°ß, ±¸¼ºÁÖÀÇÀÚ)¿¡ Àû¿ëÇÑ´Ù. °¢ ´Ü°è¿¡ ´ëÇؼ­ ¿ì¸®´Â CEI ¸ðµ¨¿¡ ÀÇÇؼ­ Çлý°ú ±³»çÀÇ ¹®¼­¿¡ Æ÷ÇÔµÈ °èȹµÈ È°µ¿µéÀ» ºÐ¼®ÇÑ´Ù. ±×¸®°í ¿ì¸®´Â ¼¼ °¡Áö ¹üÁÖµé »çÀÌÀÇ Á¦½ÃµÈ ¿¬°á°í¸®(¶Ç´Â ºÎÁ·ÇÔ)¸¦ Ãß·ÐÇÏ°í, °¢ ´Ü°è¿¡¼­ ÀÌ·ÐÀÇ ¼¼°è¸¦ ½Ç¼¼°è·Î ¿¬°áÁþ±â À§Çؼ­ °úÇÐ ±³¼öµ¿¾È¿¡ ÇлýµéÀÌ °®´Â ±âȸµéÀ» ³íÀÇÇÑ´Ù.

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Learning hypotheses and an associated tool to design and to analyse teaching-learning sequences.

Christian Buty, Andree Tiberghien, Jean-Francois Le Marechal

This contribution presents a tool elaborated from a theoretical framework linking epistemological, learning and didactical hypotheses. This framework lead to design teaching sequences from a socio-constructivist perspective, and is based on the role of models in physics or chemistry, and on the role of students' initial knowledge in learning processes. This tool, formatted as a 'grid', is applied to one example in physics (optics, grade 11), and to one example in chemistry (conductivity, grade 11). Both these examples are taken from the important activity our team has developed from several years, in collaboration with upper secondary school science teachers, in order to design teaching sequences and experiment them in real classrooms.

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ÀÌ ¿¬±¸´Â ÀνķÐÀû, ÇнÀ ±×¸®°í ±³¼öÀû °¡¼³À» ¿¬°áÁþ´Â ÀÌ·ÐÀûÀΠƲ·ÎºÎÅÍ Á¤±³È­µÈ µµ±¸¸¦ Á¦½ÃÇÑ´Ù. ÀÌ·¯ÇÑ Æ²Àº »çȸ-±¸¼ºÁÖÀÇÀû °üÁ¡À¸·ÎºÎÅÍ ±³¼ö °úÁ¤À» ¼³°èÇÏ´Â °ÍÀ» À̲ø¾î³»°í, ¹°¸® ¶Ç´Â È­Çп¡¼­ ¸ðµ¨ÀÇ ¿ªÇÒ ±×¸®°í ÇлýµéÀÇ ÇнÀ °úÁ¤¿¡¼­ ¼±Áö½ÄÀÇ ¿ªÇÒ¿¡ ±Ù°£À» µÎ°í ÀÖ´Ù. °ÝÀÚÇüÅ·Π±¸¼ºµÈ ÀÌ µµ±¸´Â ¹°¸®(±¤ÇÐ, 11Çгâ)¿Í È­ÇÐ(Àüµµ, 11Çгâ) ¼ö¾÷¿¡ ½Ã¹ü Àû¿ëµÇ¾ú´Ù. ÀÌ µÎ »ç·Ê´Â ¿ì¸® ÆÀÀÌ ±³¼ö °úÁ¤À» ¼³°èÇÏ°í ½ÇÁ¦ ±³½Ç¿¡¼­ À̵éÀ» ½ÇÇèÇϱâ À§ÇÏ¿© ¼ö³â µ¿¾È °³¹ßµÈ ÁßµîÇб³ °úÇб³»ç¿Í Çù·ÂÇÏ¿© Áß¿äÇÑ È°µ¿À¸·ÎºÎÅÍ ¾ò¾îÁ³´Ù.


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Designing and validating two teaching-learning sequences about particle models.

Martine Meheut

This paper presents a retrospective analysis of two teaching-learning sequences about particle models. We will describe the design process for each sequence and will discuss it with respect to general frameworks such as Ingenierie Didactique and Educational Reconstruction. We will also describe and compare the ways we collected data and caracterize kinds of results we could obtain in each case. This will be an opportunity to make clearer similarities and differences between the two methodological frameworks.

ÀÔÀڸ𵨿¡ ´ëÇÏ¿© µÎ°¡Áö ±³¼ö-ÇнÀ °úÁ¤À» ¼³°èÇÏ°í È®ÁõÇϱâ

ÀÌ ³í¹®Àº ÀÔÀÚ ¸ðµ¨¿¡ ´ëÇÑ µÎ °¡Áö ±³¼ö-ÇнÀ °úÁ¤ÀÇ È¸°íÀûÀÎ ºÐ¼®À» Á¦½ÃÇÑ´Ù. ¿ì¸®´Â °¢°¢ÀÇ °úÁ¤¿¡ ´ëÇؼ­ ¼³°è°úÁ¤À» ¹¦»çÇÒ °ÍÀÌ°í, ÀÌ°ÍÀ» ¡®Ingenierie Didactique¡¯¿Í ¡®Educational Reconstruction¡¯°ú °°Àº ÀϹÝÀûÀΠƲÀ» °í·ÁÇÏ¿© ³íÀÇÇÒ °ÍÀÌ´Ù. ¿ì¸®´Â ¶ÇÇÑ ¿ì¸®°¡ µ¥ÀÌÅ͸¦ ¾òÀº ¹æ½ÄÀ» ¹¦»çÇÏ°í ºñ±³ÇÒ °ÍÀÌ°í, °¢°¢ÀÇ °æ¿ì¿¡¼­ ¾òÀº ¿©·¯ Á¾·ùÀÇ °á°úµéÀÇ Æ¯Â¡À» ³ªÅ¸³¾ °ÍÀÌ´Ù. ÀÌ°ÍÀº µÎ °¡Áö ¹æ¹ý·ÐÀûÀΠƲ »çÀÌÀÇ À¯»çÁ¡°ú Â÷ÀÌÁ¡À» ´õ¿í ºÐ¸íÈ÷ ¸¸µé ±âȸ°¡ µÉ °ÍÀÌ´Ù.

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The design and evaluation of a teaching-learning sequence addressing the solubility concept with Turkish secondary school students.

Filiz Kabapinar, John Leach, Phil Scott

This paper reports upon a study addressing teaching and learning about solubility to Turkish first-year secondary school students (age 14-15). The principal aim of the research was to investigate the impact on students' understanding of solubility, of introducing a simple particle model of matter. A teaching intervention to fit within the existing chemistry curriculum was designed, which explained macroscopic and quantitative aspects of solubility in terms of particles. To this extent, the teaching intervention met the requirements of the existing curriculum, and the teaching intervention was conducted under all the time and other restrictions imposed by the Turkish system. Students' performance on test questions about solubility was assessed before and after instruction, and after 6 months. In addition, students in a similar class, following typical teaching about solubility, completed identical test questions. Findings suggest that it is possible to design a teaching sequence that introduces a simple particle model of matter in such a way that students can successfully use it to explain various solubility phenomena. However, students who followed such instruction did not significantly out-perform others who did not follow it, in all aspects of the conceptual domain. There is some evidence of long-term retention of particulate ideas by students, suggesting the possibility that this might be drawn upon in future teaching and learning. The paper concludes with a brief discussion of the kinds of claims that can be supported from a study such as this.

ÅÍÅ° ÁßµîÇб³ ÇлýµéÀÇ ¿ëÇصµ °³³ä¿¡ ´ëÇÑ ±³¼öÇнÀ °úÁ¤ÀÇ ¼³°è¿Í Æò°¡

ÀÌ ³í¹®Àº ÅÍÅ°ÀÇ ÁßµîÇб³ Çлýµé(14-15¼¼)ÀÇ ¿ëÇصµ¿¡ ´ëÇÑ ±³¼ö¿Í ÇнÀÀ» ¼Ò°³ÇÏ´Â ¿¬±¸ÀÌ´Ù. ¿¬±¸ÀÇ ÁÖµÈ ¸ñÀûÀº ÇлýµéÀÇ ¿ëÇصµ¿¡ ´ëÇÑ ÀÌÇØ¿¡ À־ ´Ü¼øÇÑ ¹°ÁúÀÇ ÀÔÀÚ¸ðµ¨ÀÇ ¿µÇâÀ» Ž»öÇÏ´Â °ÍÀÌ´Ù. ÇöÁ¸ÇÏ´Â È­ÇÐ ±³À°°úÁ¤¿¡ ÀûÇÕÇÏ°Ô ±³¼ö Á¶Á¤ÀÌ ÀÌ·ç¾îÁ³´Âµ¥, ÀÌ´Â ÀÔÀÚ¿¡ ´ëÇÑ ¿ëÇصµÀÇ °Å½ÃÀûÀÌ°í Á¤·®ÀûÀÎ Ãø¸éÀ» ¼³¸íÇÏ´Â °ÍÀÌ´Ù. ÀÌ·± Á¤µµ·Î, ±³¼ö Á¶Á¤ÀÌ Á¸ÀçÇÏ´Â ±³À°°úÁ¤ÀÇ ¿ä±¸Á¶°Ç¿¡ ¸¸Á·ÇÏ°Ô µÇ¾ú°í, ±³¼ö Á¶Á¤Àº ¸ðµç ½Ã°£¿¡ ´ëÇؼ­ ±×¸®°í ÅÍÅ° ½Ã½ºÅÛ¿¡ ÀÇÇؼ­ ºÎ¿©µÇ´Â ´Ù¸¥ Á¦¾àµé ¾Æ·¡¿¡¼­ ¼öÇàµÇ¾ú´Ù. ÇлýµéÀÇ ¿ëÇصµ¿¡ ´ëÇÑ Æò°¡¸¦ ÅëÇÑ ¼öÇà°úÁ¤ÀÌ 6°³¿ù µ¿¾È ±³¼ö Àü°ú ÈÄ¿¡ Áö¼ÓÀûÀ¸·Î ÀÌ·ç¾îÁ³´Ù. Ãß°¡ÀûÀ¸·Î ºñ½ÁÇÑ Çб޿¡ ÀÖ´Â ÇлýµéÀº ¿ëÇصµ¿¡ ´ëÇÑ ÀüÇüÀûÀÎ ¼ö¾÷À» ¹ÞÀ¸¸é¼­ µ¿ÀÏÇÑ Æò°¡°¡ ÀÌ·ç¾îÁ³´Ù. ¿¬±¸ °á°ú ¹°ÁúÀÇ ´Ü¼ø ÀÔÀÚ ¸ðµ¨À» ÇлýµéÀÌ ´Ù¾çÇÑ ¿ëÇصµ Çö»óÀ» ¼³¸íÇϱâ À§ÇÏ¿© »ç¿ëÇÒ ¼ö ÀÖ´Â ¹æ½ÄÀ¸·Î ¼Ò°³ÇÏ´Â ±³¼ö °úÁ¤À» ¼³°èÇÏ´Â °ÍÀÌ °¡´ÉÇÔÀ» º¸¿´´Ù. ±×·¯³ª °³³äÀûÀÎ ¸é¿¡ À־´Â ÀÌ·¯ÇÑ ±³¼ö¹ýÀ» ¹Þ´Â ÇлýµéÀÌ ´Ù¸¥ Çлýµé¿¡ ºñÇؼ­ ÇöÀúÇÏ°Ô ¶Ù¾î³ªÁö´Â ¾Ê¾Ò´Ù. ÇлýµéÀÌ ¹Ì¸³ÀÚÀûÀÎ »ý°¢À» ¿À·£ ½Ã°£µ¿¾È ±â¾ïÇÏ´Â ¸î °¡Áö Áõ°Å°¡ ÀÖ¾ú´Âµ¥, ÀÌ´Â ¹Ì·¡ÀÇ ±³¼ö ÇнÀ¿¡ °¡´É¼ºÀ» Á¦½ÃÇÑ´Ù. ÀÌ ³í¹®¿¡¼­´Â ÀÌ·¯ÇÑ ¿¬±¸·ÎºÎÅÍ ³ª¿Ã ¼ö ÀÖ´Â ¸î °¡Áö ÁÖÀå¿¡ ´ëÇÑ °£´ÜÇÑ Åä·ÐÀ¸·Î °á·ÐÁö¾ú´Ù.

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