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Physical Review Physics Education Research
written by Danielle B. Harlow, Valerie K. Otero, Anne E. Leak, Steve Robinson, Edward Price, and Fred Goldberg
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Fifteen years ago, following recommendations from research on science education for prospective teachers and for students more broadly, Physics and Everyday Thinking introduced activities within an inquiry-based undergraduate physics course that explicitly focus on the nature of science and nature of learning. This component of the curriculum is referred to as learning about learning. Since then, this same team developed a series of other curricula. These later curricula, Physics and Everyday Thinking (2nd ed.), Physical Science and Everyday Thinking, Learning Physics, Learning Physical Science, and Next Generation Physical Science and Everyday Thinking all retain a focus on learning about learning as a priority. While similar theoretical grounding guided development across all these curricula, this particular component evolved considerably. These changes were motivated by practical considerations, developments in research, changes to the K-12 expectations, and changes in physics departments, as well as changes to the team. We introduce the term responsive curriculum development to describe the changes made to this aspect of the curricula. With responsive curriculum development, the development process is responsive to contextual, social, and policy factors so that the materials remain relevant and adaptable in diverse contexts and time periods.

Editor's Note: See Related Materials in right menu for a link to the full special collection on Curriculum Development: Theory into Design.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020155
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
General Physics
- Curriculum
- Lower Undergraduate
- Middle School
- High School
- Elementary School
- Reference Material
= Report
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Research Instrument
- Professional/Practitioners
- Administrators
- Researchers
- Educators
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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.16.020155
NSF Numbers:
DRL
0096856
DUE
0717791
DUE
1044172
Keywords:
LEP curriculum, Next Gen PET curriculum, PET curriculum, PSET curriculum
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
October 12, 2022 by Caroline Hall
Last Update
when Cataloged:
December 4, 2020
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Record Link
AIP Format
D. Harlow, V. Otero, A. Leak, S. Robinson, E. Price, and F. Goldberg, , Phys. Rev. Phys. Educ. Res. 16 (2), 020155 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020155).
AJP/PRST-PER
D. Harlow, V. Otero, A. Leak, S. Robinson, E. Price, and F. Goldberg, Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development, Phys. Rev. Phys. Educ. Res. 16 (2), 020155 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020155>.
APA Format
Harlow, D., Otero, V., Leak, A., Robinson, S., Price, E., & Goldberg, F. (2020, December 4). Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development. Phys. Rev. Phys. Educ. Res., 16(2), 020155. Retrieved May 22, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020155
Chicago Format
Harlow, D, V. Otero, A. Leak, S. Robinson, E. Price, and F. Goldberg. "Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development." Phys. Rev. Phys. Educ. Res. 16, no. 2, (December 4, 2020): 020155, https://doi.org/10.1103/PhysRevPhysEducRes.16.020155 (accessed 22 May 2024).
MLA Format
Harlow, Danielle, Valerie Otero, Anne E. Leak, Steve Robinson, Edward Price, and Fred Goldberg. "Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020155. 22 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020155>.
BibTeX Export Format
@article{ Author = "Danielle Harlow and Valerie Otero and Anne E. Leak and Steve Robinson and Edward Price and Fred Goldberg", Title = {Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020155}, Month = {December}, Year = {2020} }
Refer Export Format

%A Danielle Harlow %A Valerie Otero %A Anne E. Leak %A Steve Robinson %A Edward Price %A Fred Goldberg %T Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D December 4, 2020 %P 020155 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020155 %O application/pdf

EndNote Export Format

%0 Journal Article %A Harlow, Danielle %A Otero, Valerie %A Leak, Anne E. %A Robinson, Steve %A Price, Edward %A Goldberg, Fred %D December 4, 2020 %T Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020155 %8 December 4, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020155


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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.

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Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development:

Is Part Of Curriculum Development: Theory into Design

A link to the full APS special collection on curriculum development: theory into design.

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