The use of precursor models in design-based research

ANA DE ECHAVE SANZ, FRANCISCO JAVIER SERÓN TORRECILLA

Abstract

Design-based research (DBR) provides an appropriate framework for analyzing the application and utility of precursor models across diverse educational contexts and perspectives. Kolb’s experiential learning theory further serves as a valuable lens for conducting a reflective, practice-oriented analysis of this conceptual approach. In this study, utilizing the Predict-Observe-Explain (POE) structured inquiry strategy, we evaluate numerous classroom interventions implemented over recent years to examine the affordances and potential limitations of these models. Specifically, we highlight several case studies involving pre-service teachers and primary school students engaged in developing explanatory precursor models for various physical and chemical phenomena. Furthermore, we argue that it is crucial to analyze how precursor models—developed as scaffolding tools by teacher educators—are adopted and utilized by both teachers and children in university and school settings. Within this framework, we examine how conceptual models relate to precursor models, emphasizing the significance of a comprehensive understanding of their constituent elements within science education.

Keywords

Design-based research, Predict-Observe-Explain, experimental learning, didactic triangle, didactic transposition

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References

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DOI: https://doi.org/10.26220/mje.5629

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