From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Our investigation of 353 faculty-produced multiple-choice Think-Pair-Share questions leads to key insights into faculty members’ ideas about the discipline representations and intellectual tasks that could...

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Autores principales:	Rica Sirbaugh French, Edward E. Prather
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/2d6ecb0340934515b9745930e0263427
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spelling	oai:doaj.org-article:2d6ecb0340934515b9745930e02634272021-12-02T12:17:01ZFrom a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities10.1103/PhysRevPhysEducRes.16.0201382469-9896https://doaj.org/article/2d6ecb0340934515b9745930e02634272020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020138http://doi.org/10.1103/PhysRevPhysEducRes.16.020138https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Our investigation of 353 faculty-produced multiple-choice Think-Pair-Share questions leads to key insights into faculty members’ ideas about the discipline representations and intellectual tasks that could engage learners on key topics in physics and astronomy. The results of this work illustrate that, for many topics, there is a lack of variety in the representations featured, intellectual tasks posed, and levels of complexity fostered by the questions faculty develop. These efforts motivated and informed the development of two frameworks: (i) a curriculum characterization framework that allows us to systematically code active learning strategies in terms of the discipline representations, intellectual tasks, and reasoning complexity that an activity offers the learner, and (ii) a curriculum development framework that guides the development of activities deliberately focused on increasing learners’ discipline fluency. We analyze the faculty-produced Think-Pair-Share questions with our curriculum characterization framework, then apply our curriculum development framework to generate (i) fluency-inspiring questions, a more pedagogically powerful extension of a well-established instructional strategy, and (ii) Student Representation Tasks, a brand new type of instructional activity in astronomy that shifts the responsibility for generating appropriate representations onto the learners. We explicitly unpack and provide examples of fluency-inspiring questions and Student Representation Tasks, detailing their usage of pedagogical discipline representations coupled with novel question and activity formats.Rica Sirbaugh FrenchEdward E. PratherAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020138 (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 Rica Sirbaugh French Edward E. Prather From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Our investigation of 353 faculty-produced multiple-choice Think-Pair-Share questions leads to key insights into faculty members’ ideas about the discipline representations and intellectual tasks that could engage learners on key topics in physics and astronomy. The results of this work illustrate that, for many topics, there is a lack of variety in the representations featured, intellectual tasks posed, and levels of complexity fostered by the questions faculty develop. These efforts motivated and informed the development of two frameworks: (i) a curriculum characterization framework that allows us to systematically code active learning strategies in terms of the discipline representations, intellectual tasks, and reasoning complexity that an activity offers the learner, and (ii) a curriculum development framework that guides the development of activities deliberately focused on increasing learners’ discipline fluency. We analyze the faculty-produced Think-Pair-Share questions with our curriculum characterization framework, then apply our curriculum development framework to generate (i) fluency-inspiring questions, a more pedagogically powerful extension of a well-established instructional strategy, and (ii) Student Representation Tasks, a brand new type of instructional activity in astronomy that shifts the responsibility for generating appropriate representations onto the learners. We explicitly unpack and provide examples of fluency-inspiring questions and Student Representation Tasks, detailing their usage of pedagogical discipline representations coupled with novel question and activity formats.
format	article
author	Rica Sirbaugh French Edward E. Prather
author_facet	Rica Sirbaugh French Edward E. Prather
author_sort	Rica Sirbaugh French
title	From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities
title_short	From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities
title_full	From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities
title_fullStr	From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities
title_full_unstemmed	From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities
title_sort	from a systematic investigation of faculty-produced think-pair-share questions to frameworks for characterizing and developing fluency-inspiring activities
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/2d6ecb0340934515b9745930e0263427
work_keys_str_mv	AT ricasirbaughfrench fromasystematicinvestigationoffacultyproducedthinkpairsharequestionstoframeworksforcharacterizinganddevelopingfluencyinspiringactivities AT edwardeprather fromasystematicinvestigationoffacultyproducedthinkpairsharequestionstoframeworksforcharacterizinganddevelopingfluencyinspiringactivities
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From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities

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