Diseinuan oinarritutako ikerketa zientzien hezkuntzan: teoria ikasgeletara hurbiltzeko tresna

Abstract

The persistent gap between theory –what the research findings propose– and practice –what is done in classrooms on an everyday basis– is a key concern in science education. Didactic research has identified the most common teaching-learning difficulties and offers evidence-based solutions to overcome them. However, the implementation of these theoretically grounded proposals in real classroom practices is limited. Hence, this study has the double aim of 1) explaining the methodological paradigm of design-based research as a means to bridge this gap, and 2) presenting the results of its application in improving the education of the complex topic of plant nutrition.