home - login - register

Journal Article Detail Page

Physical Review Physics Education Research
written by Rica Sirbaugh French and Edward E. Prather
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Our investigation of 353 faculty-produced multiple-choice Think-Pair-Share questions leads to key insights into faculty members' ideas about the discipline representations and intellectual tasks that could engage learners on key topics in physics and astronomy. The results of this work illustrate that, for many topics, there is a lack of variety in the representations featured, intellectual tasks posed, and levels of complexity fostered by the questions faculty develop. These efforts motivated and informed the development of two frameworks: (i) a curriculum characterization framework that allows us to systematically code active learning strategies in terms of the discipline representations, intellectual tasks, and reasoning complexity that an activity offers the learner, and (ii) a curriculum development framework that guides the development of activities deliberately focused on increasing learners' discipline fluency. We analyze the faculty-produced Think-Pair-Share questions with our curriculum characterization framework, then apply our curriculum development framework to generate (i) fluency-inspiring questions, a more pedagogically powerful extension of a well-established instructional strategy, and (ii) Student Representation Tasks, a brand new type of instructional activity in astronomy that shifts the responsibility for generating appropriate representations onto the learners. We explicitly unpack and provide examples of fluency-inspiring questions and Student Representation Tasks, detailing their usage of pedagogical discipline representations coupled with novel question and activity formats.

Editor's Note: see Related Materials for a link to the full APS special collection on curriculum development.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020138
Subjects Levels Resource Types
Astronomy
- Astronomy Education
= Education Research
Education - Applied Research
- Active Learning
= Cooperative Learning
= Peer Instruction
- Curriculum Development
Education - Basic Research
- Assessment
= Formative Assessment
- Cognition
= Cognition Development
- Communication
= Representations
- Learning Theory
= Representations
- Problem Solving
= Metacognition
= Representational Use
- Research Design & Methodology
= Data
= Validity
- Student Characteristics
= Ability
= Skills
- Lower Undergraduate
- Reference Material
= Article
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Research Instrument
- Administrators
- Professional/Practitioners
- Researchers
- Educators
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
text/html
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020138
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
October 25, 2022 by Caroline Hall
Last Update
when Cataloged:
December 4, 2020
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
R. French and E. Prather, , Phys. Rev. Phys. Educ. Res. 16 (2), 020138 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020138).
AJP/PRST-PER
R. French and E. Prather, From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities, Phys. Rev. Phys. Educ. Res. 16 (2), 020138 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020138>.
APA Format
French, R., & Prather, E. (2020, December 4). From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities. Phys. Rev. Phys. Educ. Res., 16(2), 020138. Retrieved June 12, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020138
Chicago Format
French, Rica Sirbaugh, and Edward Prather. "From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities." Phys. Rev. Phys. Educ. Res. 16, no. 2, (December 4, 2020): 020138, https://doi.org/10.1103/PhysRevPhysEducRes.16.020138 (accessed 12 June 2024).
MLA Format
French, Rica Sirbaugh, and Edward Prather. "From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020138. 12 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020138>.
BibTeX Export Format
@article{ Author = "Rica Sirbaugh French and Edward Prather", Title = {From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020138}, Month = {December}, Year = {2020} }
Refer Export Format

%A Rica Sirbaugh French %A Edward Prather %T From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D December 4, 2020 %P 020138 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020138 %O application/pdf

EndNote Export Format

%0 Journal Article %A French, Rica Sirbaugh %A Prather, Edward %D December 4, 2020 %T From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020138 %8 December 4, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020138


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

From a systematic investigation of faculty-produced Think-Pair-Share questions to frameworks for characterizing and developing fluency-inspiring activities:

Is Part Of Curriculum Development: Theory into Design

A link to the full APS special collection on curriculum development, published 2020.

relation by Caroline Hall

Know of another related resource? Login to relate this resource to it.
Save to my folders

Contribute

Related Materials

Similar Materials