Framework for articulating instructional practices and conceptions

We present and describe the development of a framework for assessing or categorizing instructional practices and related conceptions in the context of introductory physics instruction. The purpose of the framework is for articulating practices and conceptions of individual instructors or of curricul...

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Autores principales:	Melissa Dancy, Charles Henderson
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2007
Materias:	Framework Research-based curricular designs Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/8ad5c4ce1d494046b56b60b30c458500
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spelling	oai:doaj.org-article:8ad5c4ce1d494046b56b60b30c4585002021-12-02T11:10:10ZFramework for articulating instructional practices and conceptions 1554-9178https://doaj.org/article/8ad5c4ce1d494046b56b60b30c4585002007-05-01T00:00:00Zhttp://link.aps.org/abstract/PRSTPER/v3/e010103https://doaj.org/toc/1554-9178We present and describe the development of a framework for assessing or categorizing instructional practices and related conceptions in the context of introductory physics instruction. The purpose of the framework is for articulating practices and conceptions of individual instructors or of curricula. It was developed based on the research literature and interviews with physics faculty and contains ideas with widespread acceptance as well as some outside mainstream rhetoric. We provide an example of how this framework can be applied by using it to categorize aspects of three well-known research-based curricula. The results of this categorization highlight areas that are common in research-based curricular designs and other areas that are less embraced but worthy of consideration.Melissa DancyCharles HendersonAmerican Physical SocietyarticleFrameworkResearch-based curricular designsSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 3, Iss 1 (2007)
institution	DOAJ
collection	DOAJ
language	EN
topic	Framework Research-based curricular designs Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Framework Research-based curricular designs Special aspects of education LC8-6691 Physics QC1-999 Melissa Dancy Charles Henderson Framework for articulating instructional practices and conceptions
description	We present and describe the development of a framework for assessing or categorizing instructional practices and related conceptions in the context of introductory physics instruction. The purpose of the framework is for articulating practices and conceptions of individual instructors or of curricula. It was developed based on the research literature and interviews with physics faculty and contains ideas with widespread acceptance as well as some outside mainstream rhetoric. We provide an example of how this framework can be applied by using it to categorize aspects of three well-known research-based curricula. The results of this categorization highlight areas that are common in research-based curricular designs and other areas that are less embraced but worthy of consideration.
format	article
author	Melissa Dancy Charles Henderson
author_facet	Melissa Dancy Charles Henderson
author_sort	Melissa Dancy
title	Framework for articulating instructional practices and conceptions
title_short	Framework for articulating instructional practices and conceptions
title_full	Framework for articulating instructional practices and conceptions
title_fullStr	Framework for articulating instructional practices and conceptions
title_full_unstemmed	Framework for articulating instructional practices and conceptions
title_sort	framework for articulating instructional practices and conceptions
publisher	American Physical Society
publishDate	2007
url	https://doaj.org/article/8ad5c4ce1d494046b56b60b30c458500
work_keys_str_mv	AT melissadancy frameworkforarticulatinginstructionalpracticesandconceptions AT charleshenderson frameworkforarticulatinginstructionalpracticesandconceptions
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Framework for articulating instructional practices and conceptions

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