The design of a Teaching-Learning Sequence on simple machines in elementary education and its benefit on creativity and self-regulation
Authors
Ros Magán, Germán; Fraile Rey, María Arántzazu; Calonge García, María Amelia; López Carrillo, María de los DoloresIdentifiers
Permanent link (URI): http://hdl.handle.net/10017/58632DOI: 10.29333/ejmste/11487
ISSN: 1305-8215
Publisher
Modestum
Date
2022-01-03Affiliation
Universidad de Alcalá. Departamento de Física y Matemáticas. Unidad docente Física; Universidad de Alcalá. Departamento de Geología, Geografía y Medio AmbienteBibliographic citation
Ros Magán, G., Fraile Rey, A., Calonge García, A. & López Carrillo, M.D. 2022, "The design of a Teaching-Learning Sequence on simple machines in elementary education and its benefit on creativity and self-regulation", Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 1, art. no. em2066, pp. 1-22.
Keywords
Creativity
Metacognition
Elementary education
Self-regulation
Simple machines
Teaching-learning sequence
Document type
info:eu-repo/semantics/article
Version
info:eu-repo/semantics/publishedVersion
Publisher's version
https://doi.org/10.29333/ejmste/11487Rights
Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
Access rights
info:eu-repo/semantics/openAccess
Abstract
In this study, the process of design, implementation, evaluation, and redesign of a TeachingLearning Sequence (TLS) on simple machines for students of 9-12 years old is shown according to the principles of Design Based Research. The aim is to create a TLS that satisfactorily addresses the conceptual difficulties inherent to the object of study and that succeeds in fostering selfregulation skills and creativity. Both qualitative (focus group, semi-structured interviews, students’ reports, and teacher’s class notes) and quantitative instruments (a validated questionnaire and an ad hoc one with content validation by experts) are used. The statistical analysis of the questionnaires and the narrative analysis of the qualitative instruments have been triangulated. The results show that students manage to address the conceptual and procedural difficulties of the object of study while developing emotional (enjoyment and self-efficacy) and cognitive (metacognition) self-regulation skills, as well as creativity related to the scientific and artisan domains. En este estudio se muestra el proceso de diseño, implementación, evaluación y rediseño de una Secuencia de Enseñanza-Aprendizaje (TLS) en máquinas simples para estudiantes de 9 a 12 años de acuerdo a los principios de la Investigación Basada en Diseño. El objetivo es crear un TLS que aborde satisfactoriamente las dificultades conceptuales inherentes al objeto de estudio y que logre fomentar las habilidades de autorregulación y la creatividad. Se utilizan tanto instrumentos cualitativos (focus group, entrevistas semiestructuradas, informes de alumnos y notas de clase del profesor) como cuantitativos (un cuestionario validado y uno ad hoc con validación de contenido por expertos). Se ha triangulado el análisis estadístico de los cuestionarios y el análisis narrativo de los instrumentos cualitativos.
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