教与学序列设计研究：设计者的学习理论与科学本质取向在多大程度上影响设计决策
Research in teaching and learning sequence design. To what extent do designers theoretical orientations about learning and the nature of science shape design decisions
AI总结：
本研究探讨教学材料设计者的学习与科学本质理论取向如何影响教与学序列的结构与教学策略，并分析两种设计工具与理论假设的关联，旨在使设计决策明确化。
摘要：
在过去三十年中，各种教学提案相继发表，试图将理论与研究成果与不同情境下的教与学序列（TLS）设计联系起来。许多研究将教与学序列的设计过程视为一种研究活动。这一研究方向旨在提高教育实践的影響力和可迁移性。然而，通常提供的关于理论与研究成果与TLS设计之间关系的信息不够详细，无法为批判提供基础。此外，并非所有TLS提案都包含基于学习成果的评估，而且这些学习成果很少与设计过程具体相关。这种关于所提TLS设计和评估的详细信息缺乏，使得难以恰当评估其潜在有效性，或系统地讨论和改进其设计。在本章中，我们希望有助于使设计决策的理由明确化。本文旨在详细描述教学材料设计者关于认知与学习的理论取向如何塑造所生成的TLS的结构和教学策略。我们将分析两种设计工具（认识论分析和学习需求）与关于学习和科学本质的理论假设之间的关系。我们希望强调反思和讨论理论要素及其与设计决策的联系的益处，这使得TLS设计在实践层面上更具生产性，以拓宽TLS的教学与学习视角。最后，我们将探讨课程设计者的认知与学习理论取向在多大程度上影响所生成的TLS的结构和教学策略这一问题。
英文摘要：
Over the last three decades, various didactic proposals have been published in an attempt to connect theory and research findings with the design of Teaching-Learning Sequences (TLS) in various contexts. Many studies have analysed the process of designing teaching-learning sequences as a research activity. This line of research aims to increase the impact and transferability of educational practice. However, the information usually provided about the relation between the theory and research findings with the design of the TLS is insufficiently detailed to provide the basis for a critique. Furthermore, not all TLS proposals include evaluation in terms of learning outcomes and very rarely are these learning outcomes specifically related to the design process. This lack of detailed information on the design and evaluation of proposed TLS makes it difficult to properly assess their potential effectiveness or to systematically discuss and improve their design. In this chapter we want to contribute to make the rationale for design decisions explicit. The aim of this paper is to describe in detail how the theoretical orientations of designers of teaching materials towards cognition and learning can shape the structure and pedagogical strategies of the resulting TLS. We will analyse the relationship of two design tools (Epistemological analysis and Learning demands) to theoretical assumptions about learning and the nature of science. We want to highlight the benefits of reflecting on and discussing theoretical elements and their links to design decisions, which makes TLS design more productive on a practical level to broaden the teaching and learning perspectives of TLS. Finally, we will explore the question to what extent the theoretical orientations of curriculum designers towards cognition and learning can influence the structure and pedagogical strategies of the resulting TLS
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