Jaume Ametller

Jaume Ametller
Universitat de Girona | UDG · Faculty of education and Psychology

PhD Science Education

About

30
Publications
6,023
Reads
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548
Citations
Introduction
Jaume Ametller currently works at the University of Girona as an Associate Professor of Science Education. His research focuses on the design and evaluation of teaching and learning sequences and on how language, particularly dialogue, shapes learning - and teaching - in classrooms with and without digital technology. https:\\jaumeametller.cat
Additional affiliations
September 2013 - present
Universitat de Girona
Position
  • Professor (Associate)
January 2003 - January 2013
University of Leeds
Position
  • Lecturer in Science Education

Publications

Publications (30)
Article
This paper provides an introduction to the concept of pedagogical link‐making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link‐making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning‐making interactions of classroom teaching and learning. First o...
Chapter
Full-text available
[From the Introduction]. Digital technology has changed society, and digital tools are rapidly appearing in classrooms all around the world. Digital networked technologies in particular, have changed the way in which people learn and what it means to ‘be a learner’ (Erstad, 2014), and we thus need to expand our understanding of teaching and learni...
Chapter
This chapter discusses the concept of design tools in the context of the design of teaching learning sequences in physics education. Design tools are compared to humble theories (Cobb et al in Educ Res 32:9–13, 2003) because these theories are connected to specific, content-based, learning processes and are to the activity of design. We find this c...
Chapter
This chapter discusses current ethical challenges in science education research in terms of their nature and their origins. Three domains are proposed to address the nature of the ethical issues: social responsibility of the research, individual protection of participants’ rights, and the content being taught in science lessons. The chapter explore...
Article
Full-text available
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We argue that teaching learning sequence (TLS) design needs to be further developed through the explicit articulation of methodology, which comprises the theoretical commitments regarding research and how those give rise to methods for design, implementati...
Article
Despite rapid changes in education, science classrooms will remain central forums where fragmented pieces of information are brought together to construct coherent knowledge as concepts and explanatory scientific storylines. There is limited work stressing the importance of the interplay between how content is communicated through pedagogical link-...
Conference Paper
Full-text available
El profesorado, su preparación y su desarrollo profesional constituyen el eje fundamental para el buen funcio- namiento de los centros educativos y es el elemento que más influencia tiene sobre la calidad de la educación escolar (Hattie, 2003). En este proceso la fase denominada de inducción (beginning teacher induction) también denomina- da inicia...
Article
Full-text available
Desde hace unas décadas la investigación basada en el diseño de Secuencias de Enseñanza-Aprendizaje se ha convertido en una línea de investigación cada vez más aceptada con el objetivo de generar conocimiento sobre la naturaleza y las condiciones de la enseñanza y el aprendizaje, mediante el diseño y desarrollo de la innovación educativa en los ent...
Article
Full-text available
Cultural-Historical Activity Theory (CHAT) was conceived and has been developed as an interventionist proposal and mostly as an analytical tool. The aim of this paper is to explore the connections between ontological and epistemological considerations underpinning CHAT and concrete research methodological decisions. We discuss how considerations of...
Article
Resumen En este artículo presentamos una propuesta de diseño y evaluación de Secuencias de Enseñanza-Aprendizaje (SEA) para secundaria y Universidad. Se tienen en cuenta aportaciones relevantes en el diseño de secuencias de enseñanza fundamentadas en la metodología de Investigación Basada en el Diseño y discutiremos cómo las SEAs, diseñadas según n...
Article
This paper characterizes how science teachers use technology in secondary school lessons, with a special focus on Interactive Whiteboards (IWBs), laptops and Digital Textbooks (DTs). This study also analyses how previous professional development or training may influence the way in which teachers use technology in their subsequent practice, as well...
Article
Full-text available
In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed...
Chapter
This chapter considers the impact of school science experiences on students’ post-compulsory subject choices. We view student choice as a ‘dynamic process’ rather than a rational decision made at a point in time. This process is influenced by a range of socio-cultural factors and students’ developing sense of agency and identity. Using a combinatio...
Article
Full-text available
La presentación examina cuáles son las Tecnologías de la Información y la Comunica- ción (TICs) usadas por el profesorado de Ciencias de secundaria de Cataluña de los centros que parti- cipan en el proyecto 1x1 así como identifica algunos patrones de uso de las principales herramientas. El estudio está basado en el análisis de las respuestas a una...
Article
Full-text available
In order to bridge the existing gap between biology curricula and students’ interests in biology, a strategy for identifying students’ interest based on their questions and integrating them into the curriculum was developed. To characterize the level of generalizability of students’ science interests over 600 high school students from Portugal, Tur...
Article
Full-text available
This paper is about the process of designing and evaluating teaching sequences. It presents a framework to inform the design and evaluation of science teaching (Ametller, Leach and Scott, 2007); the use of the framework is illustrated through discussion of examples. Three short teaching sequences (around 5 hours) are used to exemplify the use of th...
Article
The difficulty of using insights from educational research and scholarship to inform the design of subject teaching is widely acknowledged. In this article, we present an example of the design of a short science teaching intervention to illustrate one approach to using insights from research to inform the design of teaching. After outlining the gen...
Article
ABSTRACT This article makes the case that teaching to support the meaningful learning of science must involve both dialogic (‘opening up’) and authoritative (‘closing down’) approaches. Attention is drawn to the underlying teaching skills involved in such teaching and this is illustrated by reference to a sequence of lessons on forces with 10–11 ye...
Chapter
This paper reports a study designed to provide evidence about the feasibility of designing short teaching sequences, based on insights from research and scholarship on teaching and learning science, which are measurably better at promoting conceptual understanding amongst students than the teaching approaches usually used by their schools. The rese...
Article
Science textbooks contain a great number and diversity of images that can help students to construct concepts and can, consequently, be interesting tools for science teachers. Students may encounter difficulties in understanding images and it is important to analyse how different features of the images affect the comprehension of the message transm...
Article
En: Aula de innovación educativa Barcelona 2002, n. 117, diciembre; p. 45-48 Los autores señalan que la influencia de las ideas que el alumno pone en juego para interpretar la imagen tiene una prevalencia clara respecto al propio diseño de la imagen y que un diseño específico también puede tener una influencia neta en la mejora de la comprensión de...

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Projects

Projects (3)
Project
To understand how the socialisation of digital networked technologies is changing the nature of learning and, in particular, of dialogic education.
Project
The goal of the project is to describe and test a DBR methodology tailored to design research based teaching learning sequences for science education including university physics, secondary physics and primary science topics.