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Physical Review Physics Education Research
written by Italo Testa, Dimitris Psillos, and Anastasios Molohidis
Available Languages: English, Greek, Italian
This empirical study investigates the main features of curricula and contexts that favor or hinder the process of transfer of a teaching-learning sequence (TLS) from the designers' original situation to a host one. The specific research questions addressed were (RQ1) what were the changes made during the process of transfer in the new context? (RQ2) What were the similarities or differences between the national curricula and contexts that influenced the process of transfer? To answer our research questions, we chose two TLSs, one about optical properties of materials, the other about thermal conductivity, originally designed by two groups of researchers and experienced teachers in Italy and Greece, respectively. The transfer process was analyzed using the "adaptation and reinvention" model, originally developed for the management knowledge research field, while the construct of "institutional distance" was used to describe the influence of country-specific aspects on the transfer process. Data collected included background documents that describe the principles underlying the TLSs design, the decisions and changes made to the original TLSs by the hosting group, and reports on the TLS implementation in classroom practice in the original and in the host context. Content analysis was used to analyze data. Results show that the similarities between the two national curricula and interactions between the involved groups acted mainly as facilitators of the transfer process.

Editor's Note: This paper is part of the APS special collection "Curriculum Development: Theory Into Design". See Related Materials for a link to the full collection.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020146
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
- Curriculum Development
- Instructional Material Design
Education - Basic Research
- Learning Theory
= Transfer
- Teacher Characteristics
= Pedagogical Content Knowledge
Electricity & Magnetism
- DC Circuits
- Electrostatics
General Physics
- Physics Education Research
Optics
- General
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Research Instrument
- Researchers
- Professional/Practitioners
- Administrators
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License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020146
Keywords:
TLS method, Teaching-Learning Sequence, active learning, best practice, inquiry-based curriculum, knowledge transfer, reformed education
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
October 19, 2022 by Caroline Hall
Last Update
when Cataloged:
December 4, 2020
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Record Link
AIP Format
I. Testa, D. Psillos, and A. Molohidis, , Phys. Rev. Phys. Educ. Res. 16 (2), 020146 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020146).
AJP/PRST-PER
I. Testa, D. Psillos, and A. Molohidis, How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy, Phys. Rev. Phys. Educ. Res. 16 (2), 020146 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020146>.
APA Format
Testa, I., Psillos, D., & Molohidis, A. (2020, December 4). How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy. Phys. Rev. Phys. Educ. Res., 16(2), 020146. Retrieved June 12, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020146
Chicago Format
Testa, I, D. Psillos, and A. Molohidis. "How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy." Phys. Rev. Phys. Educ. Res. 16, no. 2, (December 4, 2020): 020146, https://doi.org/10.1103/PhysRevPhysEducRes.16.020146 (accessed 12 June 2024).
MLA Format
Testa, Italo, Dimitris Psillos, and Anastasios Molohidis. "How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020146. 12 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020146>.
BibTeX Export Format
@article{ Author = "Italo Testa and Dimitris Psillos and Anastasios Molohidis", Title = {How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020146}, Month = {December}, Year = {2020} }
Refer Export Format

%A Italo Testa %A Dimitris Psillos %A Anastasios Molohidis %T How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D December 4, 2020 %P 020146 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020146 %O application/pdf

EndNote Export Format

%0 Journal Article %A Testa, Italo %A Psillos, Dimitris %A Molohidis, Anastasios %D December 4, 2020 %T How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020146 %8 December 4, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020146


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How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy:

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

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