Design of Teaching and Learning Sequences and Complex Educational Games: A Strategic Proposal for Mobilizing the Model of Educational Reconstruction
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n1p201Keywords:
Science Education, social research, Instructional Design, Design-Based Research, Pedagogical PotentialitiesAbstract
The Model of Educational Reconstruction (MER) has been employed in research within the field of Science Education to support educational design, particularly through development research. Based on its theoretical and methodological premises, we aim to address the following question: How can the theoretical and methodological aspects of the MER be mobilized for the design of Teaching and Learning Sequences (TLS) and Complex Educational Games (CEG)? To this end, we propose a Mobilize Strategy that recursively articulates three elements: the characteristics of teaching and learning environments; the design trajectory; and the pedagogical potentialities framework. This represents an ongoing effort to operationalize the design process based on the MER, offering promising pathways for its application across different types of interventions. We argue that the MER can be adjusted according to the specificities of the educational intervention. In the case of CEG, for instance, a phase dedicated to preliminary ludic research is required. However, we maintain that, regardless of the type of intervention, the first phase of educational design grounded in the MER culminates in the identification of pedagogical potentialities. The next steps toward advancing what has been proposed here involve deepening the understanding of how the MER can support the validation processes of educational interventions.References
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