TY - JOUR TI - El cicle de modelització com a eina d'anàlisi d'una unitat didàctica sobre energia. AU - Caterina Solé AU - Maria Isabel Hernández AU - Márquez Bargalló, Conxita T2 - Didacticae AB - In this research we reflect on how the modelling cycle proposed by Couso and Garrido-Espeja (2017) for the design of teaching sequences can be used to analyse how a teaching and learning sequence tries to promote modelling. The chosen teaching sequence “Energy and emotions” is addressed to the energy model (transfer, conservation and degradation of energy) and is part of a larger curricular project titled ‘Scientific thinking competencies. Science 12-15’. This teaching and learning sequence was designed with the aim of promoting modelling in a contextualized teaching approach. However, there are several ways to conceptualise and promote modelling as a scientific practice in the science class. In this sense, the modelling cycle of our framework has been a useful tool for analysing the activities around key ideas of the energy model proposed in the design of the teaching and learning sequence. As a result of this analysis, we have found that the teaching sequence contains a large number of activities that promote the evaluation of key ideas of the model among students by obtaining further evidence or deepening in the exploration of the phenomena. Instead, activities promoting structuring ideas are not so frequent since there are few ones that motivate the expression and consensus of a final model. DA - 2019/// PY - 2019 DO - 10.1344/did.2019.5.43-56 DP - DOI.org (Crossref) IS - 5 J2 - Didac LA - ca SN - 24622737 UR - http://revistes.ub.edu/index.php/didacticae/article/view/26793 Y2 - 2019/06/14/08:56:30 ER -