Advanced Learning Design and Research Guided by Thinking Development: Taking the Exploration and Application of P-v Relationship as an Example

Key Points

• This study aims to bridge the gap between knowledge transmission and scientific thinking cultivation through a novel learning design framework.
• Proposes a four-step learning design framework: diagnosing learning situations, building learning paths, driving with questions, and providing evaluation feedback.
• Conducts two empirical case studies on error correction in DIS experiments related to the P-V relationship and unconventional volume measurement.
• Establishes a clear development path for scientific thinking through the proposed framework.
• Demonstrates effective error correction strategies in P-V relationship exploration, enhancing student understanding.