The iterative evolution of a teaching-learning sequence on the thermal conductivity of materials

Abstract

An innovative inquiry-oriented teaching-learning sequence (TLS) has been developed aiming at introducing secondary education students in Greece to inquiry as well as to a comprehensive treatment of thermal conductivity in materials. The focus of the paper is the iterative evolution of this TLS following cycles of iterative evolution from an initial TLS1 towards TLS2 and subsequently to TLS3. The social and educational reasons for selecting conductivity as a content and introducing inquiry as pedagogical strategy to a traditional context are discussed. Design principles, content, and selection of a strategy for gradual implementation of an integrative inquiry in the TLSs are outlined. Multiple sources of data from students and teachers were used for evidence-based modifications of the content and activities of these TLS. Their selective presentation is based on a reflective ex post facto approach focusing on the analysis of relevant data. Improved results following TLS2 and TLS3 in relation to TLS1 support the effectiveness of modifications. The product of this work is twofold: a well-documented TLS on thermal conductivity and a model for gradual introduction of innovative inquiry-oriented TLS in traditional contexts.