Should the third Newton’s law be the first one? A TLS on dynamics for upper secondary school

Abstract

In this paper we are presenting the design and evaluation process of a Teaching Learning Sequence (TLS) following Design Based Research (DBR) methodology. The TLS was designed for the upper secondary school students on particle dynamics. In this work, we present the very first results of the process. The iterative DBR methodology is presented giving evidences about design decision and tools for evaluation. This TLS was implemented in a post compulsory high school in the Basque Country. The results obtained in the first implementation show that there are improvements in the learning achieved by students in comparison with a control group. The strengths and weaknesses of the TLS will be analyzed for future redesign phase into DBR phases.