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International Journal of Science Education Volume 26, 2004 - Issue 5: Teaching–Learning sequences: aims and tools for science. Guest Editors: Martine Méheut and Dimitris Psillos
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Original Articles

Designing and validating two teaching–learning sequences about particle models

Martine Méheut IUFM de Créteil et LDSP – Université Paris 7, France E-mail: [email protected]
Pages 605-618 | Published online: 22 Feb 2007

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Ugo Besson, Lidia Borghi, Anna De Ambrosis & Paolo Mascheretti. (2010) A Three‐Dimensional Approach and Open Source Structure for the Design and Experimentation of Teaching‐Learning Sequences: The case of friction. International Journal of Science Education 32:10, pages 1289-1313.
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Mei‐Hung Chiu, Chorng‐Jee Guo & David F. Treagust. (2007) Assessing Students’ Conceptual Understanding in Science: An introduction about a national project in Taiwan. International Journal of Science Education 29:4, pages 379-390.
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Articles from other publishers (14)

Sümeyye DİNÇ BİLGİN & Yusuf ZORLU. (2023) “Saf Madde ve Karışımlar” ünitesinde 2D ve 3D Teknoloji Destekli Modellemeye Dayalı Öğretimin Öğrencilerin Akademik Başarılarına ve 21.Yüzyıl Becerilerine EtkisiThe Effect of Teaching Based on 2D and 3D Supported Modeling on Students' Academic Achievement and 21st Century Skills in “Pure Substances and Mixtures” Unit. Erzincan Üniversitesi Eğitim Fakültesi Dergisi.
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Hakan Şevki AYVACI & Sinan BÜLBÜL. (2023) Activity Design for Secondary School Students’ Modeling Skills: A Design-Based ResearchOrta Okul Öğrencilerinin Modelleme Becerilerini Geliştirmeye Yönelik Etkinlik Tasarlama: Bir Tasarım Tabanlı Araştırma. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi 11:1, pages 37-49.
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Hakan Şevki AYVACI & Sinan BÜLBÜL. (2022) Bilgisayar Tabanlı Etkinliklerin Ortaokul Öğrencilerinin Modelleme Becerilerine Etkisinin İncelenmesiInvestigation of the Effects of Computer Based Activities on Modeling Skills of Secondary School Students. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 22:1, pages 226-262.
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Nayibe-Mabel Paredes-Arturo & Álvaro García-Martínez. (2021) Aportes de la historia de la ciencia a la construcción de explicaciones en el aula. Revista Científica 43:1, pages 93-108.
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Sascha Bernholt & Hannah Sevian. (2018) Learning progressions and teaching sequences – old wine in new skins?. Chemistry Education Research and Practice 19:4, pages 989-997.
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Eliza Rybska. 2018. Professional Development for Inquiry-Based Science Teaching and Learning. Professional Development for Inquiry-Based Science Teaching and Learning 43 63 .
Jenaro Guisasola, Kristina Zuza, Jaume Ametller & José Gutierrez-Berraondo. (2017) Evaluating and redesigning teaching learning sequences at the introductory physics level. Physical Review Physics Education Research 13:2.
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Cibelle Celestino Silva & Pedro Donizete Colombo. 2017. Crossing the Border of the Traditional Science Curriculum. Crossing the Border of the Traditional Science Curriculum 127 141 .
Jan Christoph Hadenfeldt, Knut Neumann, Sascha Bernholt, Xiufeng Liu & Ilka Parchmann. (2016) Students’ progression in understanding the matter concept. Journal of Research in Science Teaching 53:5, pages 683-708.
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Cristian Merino, Sonia Pino, Eduardo Meyer, José Miguel Garrido & Felipe Gallardo. (2015) Realidad aumentada para el diseño de secuencias de enseñanza-aprendizaje en química. Educación Química 26:2, pages 94-99.
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Corina González-Weil, Cristian Merino-Rubilar, Germán Ahumada, Andoni Arenas, Victor Salinas & Paulina Bravo. (2014) The Local Territory as a Resource for Learning Science: A Proposal for the Design of Teaching-learning Sequences in Science Education. Procedia - Social and Behavioral Sciences 116, pages 4199-4204.
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Mercè Izquierdo-Aymerich. (2012) School Chemistry: An Historical and Philosophical Approach. Science & Education 22:7, pages 1633-1653.
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Hannah Sevian & Marilyne Stains. 2013. Concepts of Matter in Science Education. Concepts of Matter in Science Education 69 94 .
Jenaro Guisasola, Jose Manuel Almudi, Mikel Ceberio & Jose Luis Zubimendi. (2008) DESIGNING AND EVALUATING RESEARCH-BASED INSTRUCTIONAL SEQUENCES FOR INTRODUCING MAGNETIC FIELDS. International Journal of Science and Mathematics Education 7:4, pages 699-722.
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