Rethinking the relationship between instructors and physics education researchers

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] In the “standard” physics education research curriculum-development model, researchers are cast primarily as producers of curricula and instructors are cast primarily consumers, i.e., adopters and adapters....

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Autores principales:	Andrew Elby, Sevda Yerdelen-Damar
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/83ca223104ab4ea19f2e43f4c474b6ff
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spelling	oai:doaj.org-article:83ca223104ab4ea19f2e43f4c474b6ff2021-12-02T12:17:01ZRethinking the relationship between instructors and physics education researchers10.1103/PhysRevPhysEducRes.16.0201512469-9896https://doaj.org/article/83ca223104ab4ea19f2e43f4c474b6ff2020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020151http://doi.org/10.1103/PhysRevPhysEducRes.16.020151https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] In the “standard” physics education research curriculum-development model, researchers are cast primarily as producers of curricula and instructors are cast primarily consumers, i.e., adopters and adapters. We illustrate a complementary model in which researchers’ curricular modules, and also their “pure” research unattached to curriculum development, can serve as instructionally generative fodder that inspires and loosely guides instructors in creating their own curricular materials. Drawing on experiences from our graduate student days, we show how particular curricula and research papers influenced our curriculum development and instruction in particular ways. We then argue that the physics education ecosystem could benefit if researchers were more intentional about creating potential instructionally generative fodder, and we suggest ways to do so. Although not intended to replace the standard curriculum-development model, which has a history of producing effective tutorials and other curricular modules, our alternative model casts the researcher and instructor as co-equal contributors to the research-based yet creative process of curriculum generation.Andrew ElbySevda Yerdelen-DamarAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020151 (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 Andrew Elby Sevda Yerdelen-Damar Rethinking the relationship between instructors and physics education researchers
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] In the “standard” physics education research curriculum-development model, researchers are cast primarily as producers of curricula and instructors are cast primarily consumers, i.e., adopters and adapters. We illustrate a complementary model in which researchers’ curricular modules, and also their “pure” research unattached to curriculum development, can serve as instructionally generative fodder that inspires and loosely guides instructors in creating their own curricular materials. Drawing on experiences from our graduate student days, we show how particular curricula and research papers influenced our curriculum development and instruction in particular ways. We then argue that the physics education ecosystem could benefit if researchers were more intentional about creating potential instructionally generative fodder, and we suggest ways to do so. Although not intended to replace the standard curriculum-development model, which has a history of producing effective tutorials and other curricular modules, our alternative model casts the researcher and instructor as co-equal contributors to the research-based yet creative process of curriculum generation.
format	article
author	Andrew Elby Sevda Yerdelen-Damar
author_facet	Andrew Elby Sevda Yerdelen-Damar
author_sort	Andrew Elby
title	Rethinking the relationship between instructors and physics education researchers
title_short	Rethinking the relationship between instructors and physics education researchers
title_full	Rethinking the relationship between instructors and physics education researchers
title_fullStr	Rethinking the relationship between instructors and physics education researchers
title_full_unstemmed	Rethinking the relationship between instructors and physics education researchers
title_sort	rethinking the relationship between instructors and physics education researchers
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/83ca223104ab4ea19f2e43f4c474b6ff
work_keys_str_mv	AT andrewelby rethinkingtherelationshipbetweeninstructorsandphysicseducationresearchers AT sevdayerdelendamar rethinkingtherelationshipbetweeninstructorsandphysicseducationresearchers
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Rethinking the relationship between instructors and physics education researchers

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