In recent years, one notable line of inquiry which involves the design and implement of specific topic-oriented teaching-learning sequences for teaching science has risen in Europe. This kind of research is based on progressive evolutionary processes in research, focus on the complicated interactions between scientific and students' pre-concepts and expects to link with courses of depth teaching in the scene of real classroom with the circulation development of the specific paragraph or the single topic of sequence, to form the new conceptual structure of curriculum, and to help students to succeed in science learning finally. This article expounds the development background, theory and methodology about this kind research of teaching-learning sequence. With the introduction, this article hopes to bring some implications for Taiwanese science teaching further.
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