This Article Free Full Text Free Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Ruthven, K. Articles by Tiberghien, A. Social Bookmarking                         What's this?

Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences

KENNETH RUTHVEN is a professor of education at the University of Cambridge, and chair of Science, Technology and Mathematics Education in the Faculty of Education, 184 Hills Road, Cambridge CB2 8PQ, UK; kr18{at}cam.ac.uk. His research focuses on mathematics and science education, and on technology integration.

COLETTE LABORDE is a professor emeritus of mathematics education at the Université Joseph Fourier, Laboratoire d’Informatique, 961 rue de la Houille Blanche, 38402 Grenoble, France; Colette.Laborde{at}imag.fr. Her research focuses on mathematics education, in particular on the use of information and communications technology in mathematics teaching by students and teachers.

JOHN LEACH is a professor of science education in the Centre for Studies in Science and Mathematics Education and dean of the Faculty of Education, Social Sciences and Law, at the University of Leeds, Woodhouse Lane, Leeds LS2 9JT, UK; j.t.leach{at}education.leeds.ac.uk. His research focuses on teaching and learning science in secondary education.

ANDRÉE TIBERGHIEN is a researcher in science education at the National Centre for Scientific Research (CNRS), UMR ICAR (Interactions, Corpus, Apprentissages, Représentations), Université de Lyon, 15 parvis René Descartes, 69007 Lyon, France; andree.tiberghien{at}univ-lyon2.fr. Her research focuses on teaching and learning science in secondary education.

European programs of design research have developed distinctive types of apparatus to structure and support the process of didactical design. This article illustrates how intermediate frameworks and design tools serve to mediate the contribution of grand theories to the design process, by coordinating and contextualizing theoretical insights on the epistemological and cognitive dimensions of a knowledge domain for the particular purposes of designing teaching sequences and studying their operation. The development and analysis of intermediate frameworks and design tools of these types provides a promising approach to establishing a public repertoire of theoretically informed apparatus for didactical design.

Key Words: design research • design tools • didactical analysis • intermediate theory • mathematics education • science education

Educational Researcher, Vol. 38, No. 5, 329-342 (2009)
DOI: 10.3102/0013189X09338513


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?