The iterative design of a teaching-learning sequence on optical properties of materials to integrate science and technology

The aim of this chapter is to describe the process of design, development, evaluation, and redesign of a research-based teaching-learning sequence (TLS) about optical properties of materials aimed at integrating science and technology. According to an innovative rationale presented in a previous chapter of this book, such integration was carried out using optical fibers as driving theme and focusing on light path and guidance. A common core relevant for both the scientific and the technological components has been identified through elementarization inspired by the educational reconstruction model. The process was substantiated in a two-year research and development study featuring three phases, involving four teachers and overall 60 secondary schools 15- to 16-year-old students in the south of Italy. Analysis of teachers’ interviews and students’ learning outcomes in each phase suggested changes which iteratively optimized the integration of the science and technology contents addressed. The present case supports the effectiveness of the proposed rationale to integrate science and technology in teaching practice. Implications for science education research are discussed