In this work we present the application of design based research (DBR) methodology to conduct a systematic iterative study of the design and implementation of a teaching-learning sequence (TLS) on emf (electromotive force). This work is the final part of a broader study that started with the analysis of students’ difficulties with emf in the contexts of transitory current, direct current, and electromagnetic induction. We complete our research by investigating to what extent students see emf as a cross-cutting concept. We establish the design parameters based on an epistemological analysis and the empirical data, and describe how we devised and implemented the first version of the TLS that takes 4.5 h of classroom time. We analyze the data obtained in the first implementation and describe the redesign process that resulted in a second version of the TLS that takes 1.5 h of classroom time. We conclude that both versions of the TLS effect a similar boost in student attainment of learning objectives compared to the control group.

• Received 12 April 2020
• Accepted 14 July 2020

DOI:https://doi.org/10.1103/PhysRevPhysEducRes.16.020110

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society