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written by
Olivia Levrini, Mariana Levin, and Paola Fantini
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The overarching goal of this paper is to illustrate the interplay between theory, design principles, and curriculum (meant broadly, to include both written and enacted curriculum). This dialogue is illustrated in the context of the design and implementation of a particular curricular unit on thermodynamics intended for advanced secondary students in Italy. The approach to the discipline and design of learning materials that we take in this work challenges a conventional view of physics disciplinary content as hierarchically organized and instead promotes a multidimensional and thematically organized physics curriculum. In this paper, we emphasize not only the influence of theory on design, but also the reverse influence: how the analysis of specific classroom data from enactments of a designed curriculum can contribute to refining and building a local theory of how to learn and teach physics in a way that is inclusive and responsive to classroom diversity.
Editor's Note: See "Related Materials" in right menu for a link to the full APS special collection on Curriculum Development: Theory into Design.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020154
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=15648">Levrini, O, M. Levin, and P. Fantini. "Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics." Phys. Rev. Phys. Educ. Res. 16, no. 2, (December 4, 2020): 020154.</a>
AIP Format
O. Levrini, M. Levin, and P. Fantini, , Phys. Rev. Phys. Educ. Res. 16 (2), 020154 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020154).
AJP/PRST-PER
O. Levrini, M. Levin, and P. Fantini, Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics, Phys. Rev. Phys. Educ. Res. 16 (2), 020154 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020154>.
APA Format
Levrini, O., Levin, M., & Fantini, P. (2020, December 4). Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics. Phys. Rev. Phys. Educ. Res., 16(2), 020154. Retrieved September 20, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020154
Chicago Format
Levrini, O, M. Levin, and P. Fantini. "Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics." Phys. Rev. Phys. Educ. Res. 16, no. 2, (December 4, 2020): 020154, https://doi.org/10.1103/PhysRevPhysEducRes.16.020154 (accessed 20 September 2024).
MLA Format
Levrini, Olivia, Mariana Levin, and Paola Fantini. "Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020154. 20 Sep. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020154>.
BibTeX Export Format
@article{
Author = "Olivia Levrini and Mariana Levin and Paola Fantini",
Title = {Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {16},
Number = {2},
Pages = {020154},
Month = {December},
Year = {2020}
}
Refer Export Format
%A Olivia Levrini %A Mariana Levin %A Paola Fantini %T Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D December 4, 2020 %P 020154 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020154 %O application/pdf
EndNote Export Format
%0 Journal Article %A Levrini, Olivia %A Levin, Mariana %A Fantini, Paola %D December 4, 2020 %T Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020154 %8 December 4, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020154 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. Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics:
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Curriculum Development: Theory into Design
A link to the full special collection on curriculum development, "Theory Into Design", published by the American Physical Society (2020). relation by Caroline HallKnow of another related resource? Login to relate this resource to it. |
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