This paper reports results of an investigation about the characteristics of a teaching sequence aiming to promote learning about energetic metabolism in the 10th grade. The study was conducted by researchers and practitioners gathered in a collaborative team. In order to elaborate the sequence, we considered a priori justification criteria relative to epistemological, psycho-cognitive and didactic aspects. A posteriori validation was performed using pre- and post-tests, triangulating qualitative and quantitative methods. The design principles included: the use of popular science texts, the contextualization of contents in relation to students' everyday life, a collective and cooperative learning process. The intervention showed positive results of the design principles regarding students' motivation and learning about contents, mostly about energy transformations, fermentation and biotechnology. However, some alternative conceptions were resistant to change, notably those regarding photosynthesis and cellular respiration, providing indications for the improvement of the design principles and their implementation in the classroom.
Science education; High school; Teaching sequence; Energetic metabolism; Teacher-researcher
