Design science education materials through curriculum-aligned teaching-learning sequences specifying driving questions, competency-based objectives, scientific practices and student activities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends grounding science teaching-learning proposals in curriculum-aligned design: education materials should specify "thedriving problem/questions, the learning objectives focused on competency acquisition, the scientific practices including scientific argumentation and critical thinking, and the activities to be made by the science students". The project states it will mostly follow recent science education research focused on Design-Based Research, and that machine-translated scientific knowledge will support generating materials relating to local students' experiences in their native languages.

Design Implications¶

Context¶

Requirements¶

• translated scientific content available in the students' native languages
• alignment with learning objectives and assessment criteria inspired by competence-based evaluation frameworks

Constraints¶

• the strategy is operationalized within the CRITICS project for natural sciences and AI in Basque, Lithuanian, French and German

Target Learners¶

• science students, particularly those working in low-resource languages

Target Learning Goals¶

• scientific literacy
• critical thinking
• constructing evidence-based arguments

Affordances¶

• Tls Generator Translated Scientific Literature

Related Strategies¶

• Lesson Plans

Examples¶

-

Key Sources¶

• Agerri, R., Aldabe, I., Cabrio, E., Cieliebak, M., Deriu, J., Flores, M., Kapočiūtė-Dzikienė, J., Kuizinienė, D., Rico, A., Ruiz-González, A., Soroa, A., Vaškevičius, M. and Villata, S. (2026). CRITICS - Critical Science Without Borders: Language Models to Promote Critical Thinking in Science Education. SEPLN 2026. https://www.hitz.eus/critics