Designing and validating two teaching–learning sequences about particle models

Abstract

This paper presents a retrospective analysis of two teaching–learning sequences about particle models. We will describe the design process for each sequence and will discuss it with respect to general frameworks such as Ingenierie Didactique and Educational Reconstruction. We will also describe and compare the ways we collected data and caracterize kinds of results we could obtain in each case. This will be an opportunity to make clearer similarities and differences between the two methodological frameworks.