Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Teaching and Learning Sequences

  • Dimitris Psillos
Living reference work entry
DOI: https://doi.org/10.1007/978-94-007-6165-0_180-2

In science education one notable line of inquiry, aspects of which date back to the 1980s, involves the design, implementation, and validation of short, topic-oriented sequences for science teaching in several subject areas, including, optics, motion, heat, electricity, structure of matter, fluids, respiration, and photosynthesis. This work falls within a science education research didactical tradition in which teaching and learning of conceptually rich topics are investigated at micro (e.g., single session) or medium (e.g., a few weeks) level rather than at the macro level of a whole curriculum (1 or more years). Although various terms have been employed in the past, the term teaching-learning sequence (TLS) is now widely used to denote the close linkage between proposed teaching and expected student learning as a distinguishing feature of such research-inspired subject-oriented sequences. A TLS is both an interventional research activity and a product, usually lasting a few weeks,...

Keywords

Science Education Research Grand Theory Social Language Knowledge Distance Social Constructivist View 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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References

  1. Andersson B, Bach F (2005) On designing and evaluating teaching sequences taking geometrical optics as an example. Sci Educ 89:196–218CrossRefGoogle Scholar
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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Department of Primary EducationAristotle University of ThessalonikiThessalonikiGreece