PERC 2019 Abstract Detail Page
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| Abstract Title: | Curriculum as more than content: thinking about the assumptions built into curricular materials |
|---|---|
| Abstract: | As a part of developing reformed, active-learning physics curricula, we create a set of student-facing materials, which are often accompanied by a similar set of instructor-facing materials. When disseminating these materials to other physics professors, instructors, and teachers, these materials are typically the only resources that are transferred. However, built into the student- and instructor-facing materials are a set of assumptions about the epistemology of physics and teaching. These assumptions, particularly at the instructor level, play a crucial role in how the materials are used in the classroom, how materials are adapted, and how effective the activity is. In this poster, we use a circuits activity from the University Modeling Instruction curriculum as an example of the assumptions built in the student- and instructor-facing materials. In doing so, we hope to start a conversation about the assumptions built into all curricula and the implications for adopting or adapting curricula. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B61 |
Author/Organizer Information | |
| Primary Contact: |
Daryl McPadden Michigan State University 567 Wilson Rd. Rm. 1310b East Lansing, MI 48823 Phone: 3037468813 |
| Co-Author(s) and Co-Presenter(s) |
Eric Brewe, Drexel University Camila Monsalve, Florida International University Vashti Sawtelle, Michigan State University |
