We describe the design and implementation of a teaching-learning sequence that was started before the lockdown and was then transformed for distance teaching. A backward design approach was adopted in order to identify clear learning outcomes. The activities were outlined according to an inquiry-based learning paradigm, referring to research-based models. We discuss how these elements were relevant when redesigning the activities for distance teaching. In particular, we describe how we modified an ‘application experiment’ (measuring the thickness of a human hair) using a video-based activity, highlighting how this activity was designed in order to meet the original goals and outcomes. The results of the teacher’s assessment and the students’ self-evaluation suggest that the approach was meaningful and effective, and that the experience can provide useful hints also for teaching under regular conditions.

我们描述了一个教学序列的设计和实现，该序列在锁定之前开始，然后进行了转换以用于远程教学。为了确定清晰的学习成果，采用了后向设计方法。这些活动是根据基于研究的模型，基于询问的学习范式进行概述的。我们讨论了在重新设计远程教学活动时这些元素如何相关。特别是，我们描述了如何使用基于视频的活动来修改“应用实验”（测量人发的厚度），并着重强调了如何设计该活动以满足原始目标和结果。教师评估和学生自我评估的结果表明，这种方法是有意义和有效的，