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A design based research approach that aims at ‘meaningful instruction’

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A primary focus of Design Research at the Freudenthal institute of Science and Mathematics Education Utrecht University is to optimise teaching sequences that effectively support meaningful learning a specific science or mathematics topic by elaborating a problem posing approach (Klaassen 1995). Teaching sequences are optimised in several research cycles of analysis, design, enactment, evaluation and redesign (Gravemeijer 2004; Lijnse 2005). A design study typically yields: • A proof of principle that shows that ‘it is possible’: a design that is convincing in itself and ‘works sufficiently as expected’ when implemented (Freudenthal 1991). • Theoretical considerations concerning the teaching sequence and why it makes meaningful learning possible

A problem posing approach (Klaassen, 1995) draws on the idea that an activity is meaningful to someone when he or she has a reason or a motive for it. That is, an answer to the question “Why am I doing this?” A motive for an activity minimally requires a desire and a belief. First of all, one needs to have a desire for a certain state of affairs, a certain overarching goal. Secondly, one needs the means-end belief that the activity will contribute to attaining that state of affairs. From such a belief-desire combination, it follows that there is something attractive in performing the activity. Klaassen refers to this as the development of content-based motives.

Implications of this approach for instruction are discussed by means of an elaborated example (a chemistry module on water quality). Strengths and weaknesses of the research approach are discussed.

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