A special collection on theory and design of curriculum.
A special collection on theory and design of curriculum.
Demonstration of how the analysis of faculty-produced questions is generative for developing frameworks for the characterization of curriculum and the development of curriculum in astronomy.
A design-based research process is used to improve representational competence in quantum mechanics by engaging students in sketching.
An introduction to curriculum design based on dual-process theories of reasoning using as an example the design of an intervention on Newton’s second law.
High school course designed to be relevant to a “competent outsider” leads to curriculum design decisions that differ from those reflected in standard physics curricula.
Making changes to how tutorials are written may have positive impacts on group dynamics.
The influence of a communities of practice framework on curriculum design in introductory physics within broader constraints of a large university.
Through reflection of drafting tutorials and attending to tacit theoretical frameworks, tutorial designs for static friction are presented.
Design tactics are identified that lie between broad theoretical commitments and particular curricular elements in an upper-division electromagnetic curriculum.
Transferring curricular materials between educational contexts is a complex endeavor; models for knowledge transfer from the management and business literature can be useful for processes involved in curriculum dissemination and adaptation.
An elective upper-secondary physics course on statistical mechanics and soft matter is redesigned to shift from constructivism to constructionism, with improvements in student understanding and independence.
The beliefs that curriculum developers hold about the processes by which physicists build their knowledge should be used to determine the activities in which students engage, when they engage in them, and how they are assessed.
A design-based research approach is used to develop a teaching learning sequence on the topic of dc resistive circuits.
Evaluation scheme for experimental lab curricula developed to identify the promotion of critical thinking, with implications for curriculum design.
In addition to doing research and development to produce classroom-ready instructional materials, researchers should also focus on developing products that inspire and guide instructors in creating their own instructional materials.
Design-based research can be a powerful tool to connect educational theory with teaching practice by presenting a detailed account of the development of a middle school optics curriculum.
Curricular materials designed to harness students’ everyday experiences with air pressure scaffold learners’ development of sophisticated understandings of electric circuits.
Description of how theoretical orientations inform and are then informed by the design of a high school physics unit on thermodynamics over multiple years.
Designing activities for students’ learning as part of physics curriculum responds to changes in the socipolitical context and findings from ongoing design research.
The theoretical commitments and practical constraints of two research-based curricula in quantum mechanics, comparing how different design considerations affect the curricula and their implementation.
Curriculum development in partnership with students is possible and has many benefits but requires careful attention to the dynamics of the collaboration.
University modeling instruction is analyzed to show that curricula have implicit epistemologies, and the alignment of these epistemologies with instructors’ epistemological beliefs impacts implementation.
A physics course is designed to promote scientific thinking and epistemologies among nonscience majors by drawing on everyday experiences and analogies when learning quantum mechanics.
