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Physical Review Physics Education Research
written by Daryl R. McPadden, Eric Brewe, Camila Monsalve, and Vashti Sawtelle
[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 are 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.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020158
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Active Learning
= Modeling
- Curriculum Development
= Course Goals
- Learning Environment
- Pedagogy
Education - Basic Research
- Learning Theory
= Representations
General Physics
- Curriculum
- Lower Undergraduate
- Reference Material
= Report
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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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.16.020158
NSF Numbers:
DGE-1038321
DUE-1140706
Keywords:
Modeling Theory of Instruction, Modeling Theory of Science, UMI-EM, UMI-Mech
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
October 11, 2022 by Caroline Hall
Last Update
when Cataloged:
December 4, 2020
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Record Link
AIP Format
D. McPadden, E. Brewe, C. Monsalve, and V. Sawtelle, , Phys. Rev. Phys. Educ. Res. 16 (2), 020158 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020158).
AJP/PRST-PER
D. McPadden, E. Brewe, C. Monsalve, and V. Sawtelle, Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction, Phys. Rev. Phys. Educ. Res. 16 (2), 020158 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020158>.
APA Format
McPadden, D., Brewe, E., Monsalve, C., & Sawtelle, V. (2020, December 4). Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction. Phys. Rev. Phys. Educ. Res., 16(2), 020158. Retrieved June 12, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020158
Chicago Format
McPadden, D, E. Brewe, C. Monsalve, and V. Sawtelle. "Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction." Phys. Rev. Phys. Educ. Res. 16, no. 2, (December 4, 2020): 020158, https://doi.org/10.1103/PhysRevPhysEducRes.16.020158 (accessed 12 June 2024).
MLA Format
McPadden, Daryl R., Eric Brewe, Camila Monsalve, and Vashti Sawtelle. "Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020158. 12 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020158>.
BibTeX Export Format
@article{ Author = "Daryl R. McPadden and Eric Brewe and Camila Monsalve and Vashti Sawtelle", Title = {Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020158}, Month = {December}, Year = {2020} }
Refer Export Format

%A Daryl R. McPadden %A Eric Brewe %A Camila Monsalve %A Vashti Sawtelle %T Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D December 4, 2020 %P 020158 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020158 %O application/pdf

EndNote Export Format

%0 Journal Article %A McPadden, Daryl R. %A Brewe, Eric %A Monsalve, Camila %A Sawtelle, Vashti %D December 4, 2020 %T Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020158 %8 December 4, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020158


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