| Popis: |
This chapter discusses the concept of design tools in the context of the design of teaching learning sequences in physics education. Design tools are compared to humble theories (Cobb et al in Educ Res 32:9–13, 2003) because these theories are connected to specific, content-based, learning processes and are to the activity of design. We find this comparison useful and try to develop it further in this paper. We will present three design tools we have used in our research showing how they are used. Each of them is connected to the other ones, and we will use examples from a TLS on forces to show how they fit together in the process of design. Afterwards, we will present another design tool, communicative approaches, as an example of a design tool that we chose not to use in the design of the TLS on forces we have used as an example. In the final section, we will discuss the role of the design tools in the articulation of a research programme on TLS design. |
