Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Fifteen years ago, following recommendations from research on science education for prospective teachers and for students more broadly, Physics and Everyday Thinking introduced activities within an inquiry-...

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Autores principales:	Danielle B. Harlow, Valerie K. Otero, Anne E. Leak, Steve Robinson, Edward Price, Fred Goldberg
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/62950fef382149399b079648e77192d9
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spelling	oai:doaj.org-article:62950fef382149399b079648e77192d92021-12-02T14:23:35ZLearning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development10.1103/PhysRevPhysEducRes.16.0201552469-9896https://doaj.org/article/62950fef382149399b079648e77192d92020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020155http://doi.org/10.1103/PhysRevPhysEducRes.16.020155https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Fifteen years ago, following recommendations from research on science education for prospective teachers and for students more broadly, Physics and Everyday Thinking introduced activities within an inquiry-based undergraduate physics course that explicitly focus on the nature of science and nature of learning. This component of the curriculum is referred to as learning about learning. Since then, this same team developed a series of other curricula. These later curricula, Physics and Everyday Thinking (2nd ed.), Physical Science and Everyday Thinking, Learning Physics, Learning Physical Science, and Next Generation Physical Science and Everyday Thinking all retain a focus on learning about learning as a priority. While similar theoretical grounding guided development across all these curricula, this particular component evolved considerably. These changes were motivated by practical considerations, developments in research, changes to the K-12 expectations, and changes in physics departments, as well as changes to the team. We introduce the term responsive curriculum development to describe the changes made to this aspect of the curricula. With responsive curriculum development, the development process is responsive to contextual, social, and policy factors so that the materials remain relevant and adaptable in diverse contexts and time periods.Danielle B. HarlowValerie K. OteroAnne E. LeakSteve RobinsonEdward PriceFred GoldbergAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020155 (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 Danielle B. Harlow Valerie K. Otero Anne E. Leak Steve Robinson Edward Price Fred Goldberg Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Fifteen years ago, following recommendations from research on science education for prospective teachers and for students more broadly, Physics and Everyday Thinking introduced activities within an inquiry-based undergraduate physics course that explicitly focus on the nature of science and nature of learning. This component of the curriculum is referred to as learning about learning. Since then, this same team developed a series of other curricula. These later curricula, Physics and Everyday Thinking (2nd ed.), Physical Science and Everyday Thinking, Learning Physics, Learning Physical Science, and Next Generation Physical Science and Everyday Thinking all retain a focus on learning about learning as a priority. While similar theoretical grounding guided development across all these curricula, this particular component evolved considerably. These changes were motivated by practical considerations, developments in research, changes to the K-12 expectations, and changes in physics departments, as well as changes to the team. We introduce the term responsive curriculum development to describe the changes made to this aspect of the curricula. With responsive curriculum development, the development process is responsive to contextual, social, and policy factors so that the materials remain relevant and adaptable in diverse contexts and time periods.
format	article
author	Danielle B. Harlow Valerie K. Otero Anne E. Leak Steve Robinson Edward Price Fred Goldberg
author_facet	Danielle B. Harlow Valerie K. Otero Anne E. Leak Steve Robinson Edward Price Fred Goldberg
author_sort	Danielle B. Harlow
title	Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development
title_short	Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development
title_full	Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development
title_fullStr	Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development
title_full_unstemmed	Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development
title_sort	learning about teaching and learning while learning physics: an analysis of 15 years of responsive curriculum development
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/62950fef382149399b079648e77192d9
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Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development

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