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May 11, 2026
Abstract
This study is framed within an interdisciplinary STEM-oriented road safety education project implemented in a secondary school in San Luis, Argentina. Its objective is to analyze the problem-solving skills demonstrated by students in two activities addressing motion and road safety. The research is part of a broader Design-Based Research (DBR) process aimed at iteratively improving a teaching sequence through the retrospective analysis of its implementations. A quantitative methodology was applied, based on the rubric proposed by Docktor and Heller (2009). The results indicate an intermediate level of performance, with strengths in mathematical procedures and difficulties in the construction of physical models.
References
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