home - login - register

PERC 2019 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

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
and Co-Presenter(s)
Eric Brewe, Drexel University
Camila Monsalve, Florida International University
Vashti Sawtelle, Michigan State University