Design based research principles of a problematized teaching sequence for learning the electric charge model in primary education

Abstract

In this study, we present a historical and epistemological analysis as part of the design-based research (DBR) process for the design of a sequence of activities for teaching about electric charge to 10-12 year old students (or beginners, in general). Our paper delves into the research that has been carried out from the publication of Gilbert's De Magnete (1600) to the invention by Dufay (1733) of a model of electric charge as a general property of all materials that has two varieties. Our observations are accompanied by a didactic analysis to identify possible obstacles to their learning. As a result, we obtain, in addition, the identification of the structuring problem and a plan to advance in it, within the model of teaching by guided investigation or problematized teaching.