Design of a teaching-learning sequence for the development of scientific competences in the context of bottled water consumption

The design process of a teaching-learning sequence for the development of scientific competences in the context of bottled water consumption, following the approaches of design-based research is described. After the preliminary studies, around the educational analysis of the chosen problem and the exploration of students' ideas and beliefs about it, three cycles of design, implementation and analysis of different versions of the teaching learning sequence were carried out- learning, in which 68 grades 9 and 10 students of Compulsory Secondary Education participated. As a result of the process, a teaching-learning sequence version was reached that has allowed the integration of a good number of elements from various fields: a) relevant aspects of drinking water consumption (tap and bottled); b) some significant ideas and beliefs about drinking water consumption, in order to contrast them with scientific knowledge; c) knowledge (scientific and about science) necessary to understand the aspects considered on the consumption of drinking water; and d) the development of scientific competences. Finally, some considerations are presented about the results obtained, on students learning and students' perception about the sequence; as well as the contribution of this research to teaching for the development of scientific competences in the context of problems and situations of daily life.