El cicle de modelització com a eina d'anàlisi d'una unitat didàctica sobre energia

The modelling cycle as an instrument to analyze a teaching sequence on energy

Authors

  • Caterina Solé Universitat Autònoma de Barcelona
  • Maria Isabel Hernández Rodríguez Universitat Autònoma de Barcelona
  • Conxita Márquez Bargalló Universitat Autònoma de Barcelona http://orcid.org/0000-0001-9660-5124

DOI:

https://doi.org/10.1344/did.2019.5.43-56

Keywords:

school scientific models, modelling, energy, secondary education, design of teaching sequences

Abstract

In this research we reflect on how the modelling cycle proposed by Couso and Garrido-Espeja (2017) for the design of teaching sequences can be used to analyse how a teaching and learning sequence tries to promote modelling. The teaching sequence “Energy and emotions” addresses the energy model (transfer, conservation and degradation of energy) and is part of a larger curricular project titled ‘Scientific thinking competencies. Science 12-15'. This teaching and learning sequence was designed to promote modelling in a contextualized teaching approach. However, there are several ways to conceptualise and promote modelling as a scientific practice in the science class. In this sense, the modelling cycle of our framework has been a useful tool for analysing the activities around key ideas of the energy model proposed in the design of the teaching and learning sequence. As a result of this analysis, we have found that the teaching sequence contains many activities that promote the evaluation of key ideas of the model among students by obtaining further evidence or deepening in the exploration of the phenomena. Instead, activities promoting structuring ideas are not so frequent since there are few ones that motivate the expression and consensus of a final model.

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Published

2021-08-31

Issue

No. 5 (2019)

Section

Monographic section

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Copyright (c) 2019 Caterina Solé

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