ing the core elements and decoding the underlying pedagogical orientations through the ARI Model. The process was enacted through mutual virtual interactions between the two LWGs. The aim of this phase was to design a new'' version of the TLS, adapted to the host educational context to take into account cultural aspects and organizational constraints of the host educational context. Adaptations were implemented also according to the beliefs, values, and convictions about teaching and learning processes (epistemologies) of the host LWG. The adapted version of the TLS was then implemented in the host context to collect data and to validate the TLS according to local purposes. During this implementation, a second peer study visit took place, involving two members of the designer LWG and the same external expert who participated to the first visit. The aim was to provide a kind of feedback to the host LWG on the extent to which the adapted TLS adhered to the design principles of the original TLS. The host partner, before the visit, prepared a new {background document, }aimed at communicating the rationale of the changes carried out to adapt the TLS, the validation of the TLS, and preliminary results about students' learning. The most important part of this new background document was the description of the host educational context including local national curriculum guidelines and the specific school settings in which the TLS would have been implemented. Again, e-mails exchanges occurred between the two LWGs to clarify emergent issues. During the visit, the same kind of data of the first visit were collected. After the visit, a second report was written by the two persons of the designer LWG and the external expert to summarize the results of the visit. In particular, this document included remarks about the feasibility of the TLS implementation in the host educational context and about the effectiveness of the introduced changes. The host LWG, on the basis of this report, designed a revised version of the adapted TLS. These steps completed Phase II of the process. Overall, this model of collaborative interaction allowed the negotiation and re-negotiation of beliefs, convictions and values concerning instructional design of the two LWGs, and the mutual learning of similarities and differences between the educational systems to which the groups belonged. METHODS Description of the Greek and Italian educational contexts In this paragraph, we describe the national educational context for which the Greek and Italian TLSs were developed. The TLS addressed thermal and optical properties of materials, respectively. {The Greek educational context.} The Greek TLS was designed for the lower secondary school, called Gymnasium, which is compulsory and addresses 12-15 years old students. Physics is an individual subject taught in the second and third grade and to 13--15 years old students for 2 hours per week. In most schools, science teaching is based on the traditional transmission model, focusing on declarative knowledge and including some demonstrations and minimal, if any, experimental work. One of the chapters in the Year Two Gymnasium physics textbook concernsHeat and Temperature’’, addressing these concepts at macroscopic and microscopic levels. Heat transfer is also addressed, dealing …

中文翻译：

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国家课程如何影响两种教育系统之间的教学序列的设计和传递：希腊和意大利的案例研究

通过ARI模型确定核心要素并解码基础的教学取向。该过程是通过两个LWG之间的相互虚拟互动而制定的。这个阶段的目的是设计一个new'' version of the TLS, adapted to the host educational context to take into account cultural aspects and organizational constraints of the host educational context. Adaptations were implemented also according to the beliefs, values, and convictions about teaching and learning processes (epistemologies) of the host LWG. The adapted version of the TLS was then implemented in the host context to collect data and to validate the TLS according to local purposes. During this implementation, a second peer study visit took place, involving two members of the designer LWG and the same external expert who participated to the first visit. The aim was to provide a kind of feedback to the host LWG on the extent to which the adapted TLS adhered to the design principles of the original TLS. The host partner, before the visit, prepared a new {background document, }aimed at communicating the rationale of the changes carried out to adapt the TLS, the validation of the TLS, and preliminary results about students' learning. The most important part of this new background document was the description of the host educational context including local national curriculum guidelines and the specific school settings in which the TLS would have been implemented. Again, e-mails exchanges occurred between the two LWGs to clarify emergent issues. During the visit, the same kind of data of the first visit were collected. After the visit, a second report was written by the two persons of the designer LWG and the external expert to summarize the results of the visit. In particular, this document included remarks about the feasibility of the TLS implementation in the host educational context and about the effectiveness of the introduced changes. The host LWG, on the basis of this report, designed a revised version of the adapted TLS. These steps completed Phase II of the process. Overall, this model of collaborative interaction allowed the negotiation and re-negotiation of beliefs, convictions and values concerning instructional design of the two LWGs, and the mutual learning of similarities and differences between the educational systems to which the groups belonged. METHODS Description of the Greek and Italian educational contexts In this paragraph, we describe the national educational context for which the Greek and Italian TLSs were developed. The TLS addressed thermal and optical properties of materials, respectively. {The Greek educational context.} The Greek TLS was designed for the lower secondary school, called Gymnasium, which is compulsory and addresses 12-15 years old students. Physics is an individual subject taught in the second and third grade and to 13--15 years old students for 2 hours per week. In most schools, science teaching is based on the traditional transmission model, focusing on declarative knowledge and including some demonstrations and minimal, if any, experimental work. One of the chapters in the Year Two Gymnasium physics textbook concerns热量和温度''，从宏观和微观两个层面解决这些概念。传热也得到解决，处理...