Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] When disseminating curricula, typically only the physical curriculum materials are transferred from the instructor to another. However, left as artifacts in the curricula are a set of epistemological belief...

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Autores principales:	Daryl McPadden, Eric Brewe, Camila Monsalve, Vashti Sawtelle
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/65fd33ab77cf44ad934fc728d8d717b2
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spelling	oai:doaj.org-article:65fd33ab77cf44ad934fc728d8d717b22021-12-02T14:23:35ZProductive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction10.1103/PhysRevPhysEducRes.16.0201582469-9896https://doaj.org/article/65fd33ab77cf44ad934fc728d8d717b22020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020158http://doi.org/10.1103/PhysRevPhysEducRes.16.020158https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] When disseminating curricula, typically only the physical curriculum materials are transferred from the instructor to another. However, left as artifacts in the curricula are a set of epistemological beliefs held by the creators and designers of the materials. These epistemological beliefs are often underpinning the activity structures and strongly influence how the curriculum materials are implemented in the classroom, particularly when those beliefs differ from those activated by the instructor. In this paper, we articulate three epistemological beliefs that are built into the University Modeling Instruction curriculum that are essential for running the large-group discussions, which are a crucial part of the curriculum. We highlight how these beliefs are built into the student-facing and instructor-facing curricular materials and the influence of these beliefs in the interpretation and implementation of the curriculum materials. Finally, we discuss the implications on curriculum dissemination, on the adoption and adaptation of curriculum materials, and training models for instructors beyond the curriculum designers.Daryl McPaddenEric BreweCamila MonsalveVashti SawtelleAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020158 (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 Daryl McPadden Eric Brewe Camila Monsalve Vashti Sawtelle Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] When disseminating curricula, typically only the physical curriculum materials are transferred from the instructor to another. However, left as artifacts in the curricula are a set of epistemological beliefs held by the creators and designers of the materials. These epistemological beliefs are often underpinning the activity structures and strongly influence how the curriculum materials are implemented in the classroom, particularly when those beliefs differ from those activated by the instructor. In this paper, we articulate three epistemological beliefs that are built into the University Modeling Instruction curriculum that are essential for running the large-group discussions, which are a crucial part of the curriculum. We highlight how these beliefs are built into the student-facing and instructor-facing curricular materials and the influence of these beliefs in the interpretation and implementation of the curriculum materials. Finally, we discuss the implications on curriculum dissemination, on the adoption and adaptation of curriculum materials, and training models for instructors beyond the curriculum designers.
format	article
author	Daryl McPadden Eric Brewe Camila Monsalve Vashti Sawtelle
author_facet	Daryl McPadden Eric Brewe Camila Monsalve Vashti Sawtelle
author_sort	Daryl McPadden
title	Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
title_short	Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
title_full	Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
title_fullStr	Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
title_full_unstemmed	Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
title_sort	productive faculty resources activated by curricular materials: an example of epistemological beliefs in university modeling instruction
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/65fd33ab77cf44ad934fc728d8d717b2
work_keys_str_mv	AT darylmcpadden productivefacultyresourcesactivatedbycurricularmaterialsanexampleofepistemologicalbeliefsinuniversitymodelinginstruction AT ericbrewe productivefacultyresourcesactivatedbycurricularmaterialsanexampleofepistemologicalbeliefsinuniversitymodelinginstruction AT camilamonsalve productivefacultyresourcesactivatedbycurricularmaterialsanexampleofepistemologicalbeliefsinuniversitymodelinginstruction AT vashtisawtelle productivefacultyresourcesactivatedbycurricularmaterialsanexampleofepistemologicalbeliefsinuniversitymodelinginstruction
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Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction

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