Eurasia Journal of Mathematics, Science and Technology Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

• Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Routledge. https://doi.org/10.4324/9780429501234
• American Institute of Physics (2020). Children’s misconceptions about science. “Operation physics”, elementary-middle school physics education project. http://www.eskimo.com/~billb/miscon/opphys.html
• Andersson, B., & Bach, F. (2005). On designing and evaluating teaching sequences taking geometrical optics as an example. Science Education, 89(2), 196-218. https://doi.org/10.1002/sce.20044
• Aranzabal, J. G., Ametller, J., & Elosegi, K. Z. (2021). Investigación basada en el diseño de secuencias de enseñanza-aprendizaje: Una línea de investigación emergente en enseñanza de las ciencias [Research based on the design of teaching-learning sequences: An emerging line of research in science teaching]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Science Teaching and Dissemination], 18(1), 1801-1801. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1801
• Bransford, J., Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academies Press.
• Bruner, J. S. (1966). Toward a theory of instruction. MA: Harvard University Press.
• Burnard, P. (2012). Musical creativities in practice. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199583942.001.0001
• Buty, C., Tiberghien, A., & Le Maréchal, J. F. (2004). Learning hypotheses and associated tools to design and to analyse teaching-learning sequences. International Journal of Science Education, 26, 579-604. https://doi.org/10.1080/09500690310001614735
• Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf
• Castilla-La Mancha, Consejería de Educación, Cultura y Deportes (2020). Decreto 54/2014 of the 10th of June of 2014 [2014/9028]. Diario Oficial de Castilla-La Mancha, Año XXXIII Núm. 132, 11/07/2014, pp. 18498-18909 [Castilla-La Mancha, Ministry of Education, Culture and Sports (2020). Decree 54/2014 of the 10th of June of 2014 [2014/9028]. Official Gazette of Castilla-La Mancha, Year XXXIII No. 132, 07/11/2014, pp. 18498-18909]. https://www.educa.jccm.es/es/normativa/decreto-54-2014-10-07-2014-establece-curriculo-educacion-pr
• Chevallard, Y. (1989). On didactic transposition theory: Some introductory notes. In Proceedings of the international symposium on selected domains of research and development in mathematics education (pp. 51-62). Bratislava, Czechoslovakia: Comenius University.
• Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students’ study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182. https://doi.org/10.1016/0364-0213(89)90002-5
• Cobb, P., & Gravemeijer, K. (2008). Experimenting to support and understand learning processes. In A. E. Kelly, R. A. Lesh, & J. A. Baek (Eds.), Handbook of design research methods in education (pp. 68-95). Routledge.
• Conradty, C., Sotiriou, S. A., Bogner, F. X. (2020). How creativity in STEAM modules intervenes with self-efficacy and motivation. Education Sciences, 10(3), 70. https://doi.org/10.3390/educsci10030070
• Craft, A. (2001). Little c creativity. In A. Craft, B. Jeffrey, & M. Liebling (Eds.). Creativity in education (pp. 45-61). Continuum.
• Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Design Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. https://doi.org/10.3102/0013189X032001005
• Driver, R. (1985). Children’s ideas in science. McGraw-Hill Education (UK).
• Duit, R. (2006). Science education research–An indispensable prerequisite for improving instructional practice. ESERA Summer School, Braga, 1-18.
• Edelson, D. C. (2001). Learning‐for‐use: A framework for the design of technology‐supported inquiry activities. Journal of Research in Science teaching, 38(3), 355-385. https://doi.org/10.1002/1098-2736(200103)38:3<355::AID-TEA1010>3.0.CO;2-M
• Elliott, J. (2009). Building educational theory through action research. In S. E. Noffke, & B. Somekh (Eds.), The SAGE handbook of educational action research (pp. 28-38). SAGE.
• Escobar-Pérez, J., & Cuervo-Martínez, Á. (2008). Validez de contenido y juicio de expertos: Una aproximación a su utilización [Content validity and expert judgment: An approach to its use]. Avances en Medición [Advances in Measurement], 6(1), 27-36. https://www.academia.edu/download/48452857/Articulo3_Juicio_de_expertos_27-36.pdf
• García-Carmona, A., & Criado, A. M. (2013). Enseñanza de la energía en la etapa 6-12 años: Un planteamiento desde el ámbito curricular de las máquinas [Teaching energy in the 6-12 year stage: An approach from the curricular field of machines]. Enseñanza de las Ciencias [Science Teaching], 31(3), 87-102. https://doi.org/10.5565/rev/ec/v31n3.772
• García-Legaz, A. M. C., & García-Carmona, A. (2011). Investigando las máquinas y artefactos [Investigating the machines and artifacts]. Díada Editora.
• Glaveanu, V. P. (2018). Educating which creativity? Thinking Skills and Creativity, 27, 25-32. https://doi.org/10.1016/j.tsc.2017.11.006
• Glaveanu, V. P., & Beghetto, R. A. (2021). Creative experience: A non-standard definition of creativity. Creativity Research Journal, 33(2), 75-80. https://doi.org/10.1080/10400419.2020.1827606
• Gomes, C. M. A., Golino, H. F., & Menezes, I. G. (2014). Predicting school achievement rather than intelligence: Does metacognition matter? Psychology, 5(09), 1095-1110. https://doi.org/10.4236/psych.2014.59122
• Gordon, J., Halász, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., Putkiewicz, E., & Wiśniewski, J. (2009). Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education. CASE Network Reports, (87). https://doi.org/10.2139/ssrn.1517804
• Hattie, J., & Yates, G. C. (2013). Visible learning and the science of how we learn. Routledge. https://doi.org/10.4324/9781315885025
• Jiménez, J. R. (2006). Proyecto curricular INM (6-12): Un aula para la investigación [Curricular project INM (6-12): A classroom for research]. Sevilla, Díada.
• Kortland K., & Klaassen K. (2010). Designing theory-based teaching-learning sequences for science education. FSME, Utrecht.
• Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy. Science Education, 92(1), 1-32. https://doi.org/10.1002/sce.20240
• Leach, J., & Scott, P. (2002). Designing and evaluating science teaching sequences: An approach drawing upon the concept of learning demand and a social constructivist perspective on learning. Studies in Science Education, 38, 115-142. https://doi.org/10.1080/03057260208560189
• Leach, J., Ametller, J., & Scott, P. (2009). The relationship of theory and practice in designing, implementing and evaluating teaching sequences: Learning from examples that don’t work. Éducation et Didactique [Education and Didactics], (3-2), 133-155. https://doi.org/10.4000/educationdidactique.497
• Levy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. The Guilford Press.
• Lherer, R., & Schaule, L. (1998). Reasoning about structure and function: Children’s conceptions of gears. Journal of Research in Science Teaching, 35(1), 3-25. https://doi.org/10.1002/(SICI)1098-2736(199801)35:1<3::AID-TEA2>3.0.CO;2-X
• Lijnse, P. L. (1995). “Developmental research” as a way to an empirically based “didactical structure” of science. Science Education, 79(2), 189-199. https://doi.org/10.1002/sce.3730790205
• Loewenthal, K., & Lewis, C. A. (2018). An introduction to psychological tests and scales (2nd Ed.). Psychology Press. https://doi.org/10.4324/9781315782980
• Lubart, T., & Thornhill-Miller, B. (2019). Creativity: An overview of the 7C’s of creative thought. Psychology of Human Thought, 279-306.
• Martín, H. R. (2020). ¿Cómo aprendemos?: Una aproximación científica al aprendizaje y la enseñanza [How do we learn?: A scientific approach to learning and teaching]. Graó.
• McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011, 29-44. https://doi.org/10.1002/cd.302
• Méheut, M., & Psillos, D. (2004). Teaching–learning sequences. Aims and tools for science education. International Journal of Science Education, 26(5), 515–535. https://doi.org/10.1080/09500690310001614762
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Norbury, J. W. (2006). Working with simple machines. Physics Education, 41(6), 546-550. https://doi.org/10.1088/0031-9120/41/6/010
• Pérez, S., & Villagrá, J. Á. M. (2020). La competencia científica en las actividades de aprendizaje incluidas en los libros de texto de ciencias de la naturaleza [Scientific competence in the learning activities included in natural sciences textbooks]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Science Teaching and Dissemination]. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2020.v17.i2.2101
• Plomp, T., & Nieveen, N. (2007). An introduction to educational design research. In Proceedings of the seminar conducted at the East China Normal University, Shanghai (PR China) (Vol. 23).
• Polya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton University Press.
• Psillos, D., & Kariotoglou, P. (2015). Iterative design of teaching-learning sequences: introducing the science of materials in European schools. Springer. https://doi.org/10.1007/978-94-007-7808-5
• R Core Team (2018). R: A language and environment for statistical computing. R Foundation for Statistical Computing. Vienna. Austria. https://www.Rproject.org/
• Ramírez, M. C., & Cepena, M. C. M. (2012). Perfeccionamiento de un instrumento para la selección de expertos en las investigaciones educativas [Improvement of an instrument for the selection of experts in educational research]. Revista Electrónica de Investigación Educativa [Electronic Journal of Educational Research], 14(2), 167-179. https://www.redalyc.org/articulo.oa?id=15525013012
• Sangoseni, O., Hellman, M., & Hill, C. (2013). Development and validation of a questionnaire to assess the effect of online learning on behaviors, attitudes, and clinical practices of physical therapists in the United States regarding evidenced-based clinical practice. Internet Journal of Allied Health Sciences and Practice, 11(2), 7. https://doi.org/10.46743/1540-580X/2013.1439
• Sanmartí, N. (2002). Didáctica de las ciencias en la educación secundaria obligatoria [Science didactics in compulsory secondary education]. Síntesis S. A.
• Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173-208. https://doi.org/10.1007/BF01320134
• Shayer, M., & Adey, P. (1981). Towards a science of science teaching: Cognitive development and curriculum demand. Heinemann Educational Publishers.
• Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. Zentralblatt für Didaktik der Mathematik, 29, 75-80. https://doi.org/10.1007/s11858-997-0003-x
• Sinha, T., & Kapur, M. (2021). When problem solving followed by instruction works: Evidence for productive failure. Review of Educational Research, 91(5), 761-798. https://doi.org/10.3102/00346543211019105
• Sternberg, R. J. (2005). Creativity or creativities? International Journal of Human Computer Studies, 63, 370-382. https://doi.org/10.1016/j.ijhcs.2005.04.003
• Sternberg, R. J., & Lubart. T. I. (1993). Creative giftendness: A multivariate Investment approach. Gifted Child Quarterly, 37(1), 7-15. https://doi.org/10.1177/001698629303700102
• Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395. https://doi.org/10.29333/ejmste/83676
• Tyler-Wood, T., Knezek, G., & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 345-368.

APA

Ros, G., Fraile Rey, A., Calonge, A., & López-Carrillo, M. D. (2022). The Design of a Teaching-Learning Sequence on Simple Machines in Elementary Education and its Benefit on Creativity and Self-Regulation. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2066. https://doi.org/10.29333/ejmste/11487

Vancouver

Ros G, Fraile Rey A, Calonge A, López-Carrillo MD. The Design of a Teaching-Learning Sequence on Simple Machines in Elementary Education and its Benefit on Creativity and Self-Regulation. EURASIA J Math Sci Tech Ed. 2022;18(1):em2066. https://doi.org/10.29333/ejmste/11487

AMA

Ros G, Fraile Rey A, Calonge A, López-Carrillo MD. The Design of a Teaching-Learning Sequence on Simple Machines in Elementary Education and its Benefit on Creativity and Self-Regulation. EURASIA J Math Sci Tech Ed. 2022;18(1), em2066. https://doi.org/10.29333/ejmste/11487

Chicago

Ros, Germán, Arántzazu Fraile Rey, Amelia Calonge, and María Dolores López-Carrillo. "The Design of a Teaching-Learning Sequence on Simple Machines in Elementary Education and its Benefit on Creativity and Self-Regulation". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 1 (2022): em2066. https://doi.org/10.29333/ejmste/11487

Harvard

Ros, G., Fraile Rey, A., Calonge, A., and López-Carrillo, M. D. (2022). The Design of a Teaching-Learning Sequence on Simple Machines in Elementary Education and its Benefit on Creativity and Self-Regulation. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2066. https://doi.org/10.29333/ejmste/11487

MLA

Ros, Germán et al. "The Design of a Teaching-Learning Sequence on Simple Machines in Elementary Education and its Benefit on Creativity and Self-Regulation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 1, 2022, em2066. https://doi.org/10.29333/ejmste/11487