¿Cómo sé que mi secuencia didáctica es de calidad? Propuesta de un marco de evaluación desde la perspectiva de Investigación Basada en Diseño

The emergence of the Design Based Research paradigm (DBR) have increased the number of researches that focus on teaching and learning sequences (TLS) in science education. However, the evaluation of their quality is contested because, as some authors have pointed out, due to both the fact that quality is a hugely polysemic term and the lack of connexion between TLS evaluation and the educational decision-making process. In this article, we revise the main elements and practices, in addition to the achievement criteria and quality criteria of some existing evaluation proposals and frameworks under the DBR paradigm. As a result, an operative framework for the evaluation of quality of TLS that is based on the level of the results is suggested. This new framework includes three dimensions (validity, utility, and reliability) and seven specific criteria for the evaluation of the quality of TLS designed under the DBR paradigm but also within other existing paradigms of educational design.