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Journal article
Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
Physical review. Physics education research, v 16(2), p020158
04 Dec 2020
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
[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 arc 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.
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Details
- Title
- Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
- Creators
- Daryl McPadden - Michigan State UniversityEric Brewe - Drexel UniversityCamila Monsalve - Michigan State UniversityVashti Sawtelle - Michigan State University
- Publication Details
- Physical review. Physics education research, v 16(2), p020158
- Publisher
- Amer Physical Soc
- Number of pages
- 16
- Grant note
- DGE 1038321; DUE 1140706 / National Science Foundation; National Science Foundation (NSF)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000595863200022
- Scopus ID
- 2-s2.0-85106801799
- Other Identifier
- 991019168149604721
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines