Communities of practice as a curriculum design theory in an introductory physics class for engineers

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The communities of practice framework has become an essential framework for understanding identity development both in physics education research (PER) and in science, technology, engineering, and mathemati...

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Autores principales:	Paul W. Irving, Daryl McPadden, Marcos D. Caballero
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/1232ea0a45694b419c19e1e35dc8ea3f
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spelling	oai:doaj.org-article:1232ea0a45694b419c19e1e35dc8ea3f2021-12-02T13:27:25ZCommunities of practice as a curriculum design theory in an introductory physics class for engineers10.1103/PhysRevPhysEducRes.16.0201432469-9896https://doaj.org/article/1232ea0a45694b419c19e1e35dc8ea3f2020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020143http://doi.org/10.1103/PhysRevPhysEducRes.16.020143https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The communities of practice framework has become an essential framework for understanding identity development both in physics education research (PER) and in science, technology, engineering, and mathematics, more broadly. However, the use of communities of practice as a learning theory that informs curriculum design is significantly less prevalent within the PER community. One possible reason for this is that communities of practice as a theory originated in professional environments and it subsequently moved towards a framework that is centered around informing management practices. Some significant interpretations and negotiations need to be completed in order to apply and to design for communities of practice in the classroom environment. In this paper, we outline an introductory physics course called Projects and Practices in Physics (P-Cubed) that was designed using the communities of practice as a guiding framework. We present the curriculum decisions that focus specifically on the adaption process from professional practice to the classroom context along with the theoretical underpinnings of the curriculum design decisions that went into the development of the P-Cubed classroom.Paul W. IrvingDaryl McPaddenMarcos D. CaballeroAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020143 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Paul W. Irving Daryl McPadden Marcos D. Caballero Communities of practice as a curriculum design theory in an introductory physics class for engineers
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The communities of practice framework has become an essential framework for understanding identity development both in physics education research (PER) and in science, technology, engineering, and mathematics, more broadly. However, the use of communities of practice as a learning theory that informs curriculum design is significantly less prevalent within the PER community. One possible reason for this is that communities of practice as a theory originated in professional environments and it subsequently moved towards a framework that is centered around informing management practices. Some significant interpretations and negotiations need to be completed in order to apply and to design for communities of practice in the classroom environment. In this paper, we outline an introductory physics course called Projects and Practices in Physics (P-Cubed) that was designed using the communities of practice as a guiding framework. We present the curriculum decisions that focus specifically on the adaption process from professional practice to the classroom context along with the theoretical underpinnings of the curriculum design decisions that went into the development of the P-Cubed classroom.
format	article
author	Paul W. Irving Daryl McPadden Marcos D. Caballero
author_facet	Paul W. Irving Daryl McPadden Marcos D. Caballero
author_sort	Paul W. Irving
title	Communities of practice as a curriculum design theory in an introductory physics class for engineers
title_short	Communities of practice as a curriculum design theory in an introductory physics class for engineers
title_full	Communities of practice as a curriculum design theory in an introductory physics class for engineers
title_fullStr	Communities of practice as a curriculum design theory in an introductory physics class for engineers
title_full_unstemmed	Communities of practice as a curriculum design theory in an introductory physics class for engineers
title_sort	communities of practice as a curriculum design theory in an introductory physics class for engineers
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/1232ea0a45694b419c19e1e35dc8ea3f
work_keys_str_mv	AT paulwirving communitiesofpracticeasacurriculumdesigntheoryinanintroductoryphysicsclassforengineers AT darylmcpadden communitiesofpracticeasacurriculumdesigntheoryinanintroductoryphysicsclassforengineers AT marcosdcaballero communitiesofpracticeasacurriculumdesigntheoryinanintroductoryphysicsclassforengineers
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Communities of practice as a curriculum design theory in an introductory physics class for engineers

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