Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles...

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Autores principales:	Fred Goldberg, Edward Price, Stephen Robinson, Danielle Boyd-Harlow, Michael McKean
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2012
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/4e31fb1834dc4594a02c739f5b20ee6b
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spelling	oai:doaj.org-article:4e31fb1834dc4594a02c739f5b20ee6b2021-12-02T11:11:48ZDeveloping the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments10.1103/PhysRevSTPER.8.0101211554-9178https://doaj.org/article/4e31fb1834dc4594a02c739f5b20ee6b2012-05-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.8.010121http://doi.org/10.1103/PhysRevSTPER.8.010121https://doaj.org/toc/1554-9178We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.Fred GoldbergEdward PriceStephen RobinsonDanielle Boyd-HarlowMichael McKeanAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 8, Iss 1, p 010121 (2012)
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 Fred Goldberg Edward Price Stephen Robinson Danielle Boyd-Harlow Michael McKean Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
description	We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.
format	article
author	Fred Goldberg Edward Price Stephen Robinson Danielle Boyd-Harlow Michael McKean
author_facet	Fred Goldberg Edward Price Stephen Robinson Danielle Boyd-Harlow Michael McKean
author_sort	Fred Goldberg
title	Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
title_short	Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
title_full	Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
title_fullStr	Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
title_full_unstemmed	Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
title_sort	developing the learning physical science curriculum: adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
publisher	American Physical Society
publishDate	2012
url	https://doaj.org/article/4e31fb1834dc4594a02c739f5b20ee6b
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Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

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