The Design of a Teaching-Learning Sequence on Simple Machines in Elementary Education and its Benefit on Creativity and Self-Regulation
Germán Ros 1 * , Arántzazu Fraile Rey 1 , Amelia Calonge 2 , María Dolores López-Carrillo 2
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1 Department of Physics and Mathematics, Faculty of Education, University of Alcalá, SPAIN2 Department of Geology, Geography and Environment, Faculty of Education, University of Alcalá, SPAIN* Corresponding Author


In this study, the process of design, implementation, evaluation, and redesign of a Teaching-Learning Sequence (TLS) on simple machines for students of 9-12 years old is shown according to the principles of Design Based Research. The aim is to create a TLS that satisfactorily addresses the conceptual difficulties inherent to the object of study and that succeeds in fostering self-regulation skills and creativity. Both qualitative (focus group, semi-structured interviews, students’ reports, and teacher’s class notes) and quantitative instruments (a validated questionnaire and an ad hoc one with content validation by experts) are used. The statistical analysis of the questionnaires and the narrative analysis of the qualitative instruments have been triangulated. The results show that students manage to address the conceptual and procedural difficulties of the object of study while developing emotional (enjoyment and self-efficacy) and cognitive (metacognition) self-regulation skills, as well as creativity related to the scientific and artisan domains.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 1, January 2022, Article No: em2066

Publication date: 03 Jan 2022

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