This paper illustrates the development of a prototypical instructional sequence on instantaneous speed for 5th grade in terms of the researchers' own learning process. The development of this instructional sequence in a design research project is tracked from the starting-up phase through three subsequent design experiments in terms of a framework that encompasses both the design decisions and the theoretical and experiential foundations for those decisions. Such a framework of reference may take the form of a local instruction theory that offers a rationale for the instructional sequence on the basis of which teachers and educational designers may adapt the instructional sequence to their own needs.
|Nummer van het tijdschrift||10|
|Status||Gepubliceerd - feb 2018|