Teaching–learning sequences: aims and tools for science education research

Abstract

An important area of research that has been going on since the 1980s is on scientific education via the development and execution of topic-oriented sequences rather than comprehensive curricula. What sets a teaching-learning sequence (TLS) apart is its incorporation into an evolving process based on research that seeks to weave together the scientific and student viewpoints. This paper aims to accomplish two goals: first, it introduces the special issue and serves as an overview of recent trends and developments in TLSs and their classroom validation; second, it introduces the reader to this volume and helps them understand the processes of developing and validating research on TLSs by discussing empirical studies, theoretical proposals, methodological tools, and approaches to explaining the design of these sequences in plain language.