Didactic sequences from the perspective of teaching-learning theories

Authors

  • Lilianne de Sousa Silva Federal Institute of Education, Science and Technology of Rio Grande do Norte https://orcid.org/0000-0002-1693-8795

    PhD student in the Northeast Education Network Program - RENOEN (2023) - By the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN. Master in Teaching from the Postgraduate Program in Teaching - POSENSINO (2018) - IFRN. Degree in Chemistry (2009) from UECE. Effective teacher in the Ceará state network since 10/01/2010. She served as School Director at EMTI José Francisco de Moura School from 07/01/2013 to 10/13/2021. CNPq scholarship holder Notice 69/2022.
    Correo electrónico: s.lilianne@academico.ifrn.edu.br
  • Lisraelle de Sousa Silva https://orcid.org/0000-0003-0473-1233

    Master in Physics Teaching from the State University of Ceará. Graduated in Physics from the State University of Ceará (2012). Specialized in digital technologies in basic education from UECE/UAB. He has experience in the area of ​​Physics Teaching and educational science laboratory.
    Correo electrónico: lisraelless@gmail.com
  • Diogo Pereira Bezerra Federal Institute of Education, Science and Technology of Rio Grande do Norte https://orcid.org/0000-0002-0159-4117

    Degree in Chemistry from the State University of Ceará (2008), Master's (2010) and Doctorate (2014) in Chemical Engineering from the Federal University of Ceará. Professor at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), the Postgraduate Program in Professional and Technological Education (ProfEPT - Professional Master's Degree in National Network) and the Postgraduate Program in Network Teaching Nordesde de Ensino (RENOEN).
    Correo electrónico: diogo.bezerra@ifrn.edu.br
  • Luciana Medeiros Bertini Federal Institute of Education, Science and Technology of Rio Grande do Norte https://orcid.org/0000-0003-0208-2233

    Graduated in Chemistry from the State University of Ceará (2004), Master in Organic Chemistry (2009) and PhD in Chemistry from the Federal University of Ceará (2013). Professor at the Federal Institute of Rio Grande do Norte - Campus Apodi, of the Postgraduate Program in Teaching - POSENSINO (UERN/UFERSA/IFRN) at academic master's level and of the Postgraduate Program in Teaching of the Northeast Network (RENOEN).
    Correo electrónico: luciana.bertini@ifrn.edu.br

DOI:

https://doi.org/10.18800/educacion.202501.E001

Keywords:

Science teaching, Didactic sequence, Scientific literacy, Learning theories

Abstract

Science teaching encourages the development of scientifically literate students, i.e. students who know how to use the scientific knowledge learned in the classroom to make sound decisions in everyday life. This influences researchers to seek a break with “traditional” methodologies and promote the use of tools/methodologies that can help develop scientific literacy, such as Didactic Sequences. Through a systemic analysis of the literature, this article aims to understand how the theories of teaching and learning defended by Jean Piaget, Lev Vygotsky and Paulo Freire are references in the construction of Didactic Sequences aimed at promoting Scientific Literacy. The data collected shows that the Didactic Sequence is based on the theories of Piaget, Vygotsky and Freire.

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Published

2025-03-14

How to Cite

de Sousa Silva, L., de Sousa Silva, L., Pereira Bezerra, D., & Medeiros Bertini, L. (2025). Didactic sequences from the perspective of teaching-learning theories. Educacion, 34(66), 176–193. https://doi.org/10.18800/educacion.202501.E001

Issue

Vol. 34 No. 66 (2025)

Section

Ensayos

License

Copyright (c) 2025 Educacion

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This work is licensed under a Creative Commons Attribution 4.0 International License.