The use of Backward Design for promoting meaningful learning of measurement in Secondary Education

We report how Backward Design, developed by Wiggins e McTighe (Understanding by design, 2005), has been applied in a secondary school with 14-year-old students, for designing the unit about physical quantities and measurement. This approach supports teachers in developing curricula which could be helpful for students to deeply understand important concepts. Identifying big ideas and evidences of learning outcomes contributes to plan significant activities, so to encourage enduring understanding and make the content relevant and meaningful within the framework of students’ development. We present how the learning unit has been designed and the results of its effectiveness.