PERC 2025 Abstract Detail Page
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| Abstract Title: | Guidelines for Educative Curriculum Materials: Transforming physics teaching and learning through culture-based NGSS-aligned PBL |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This paper presents a transformative approach to physics instruction using culture-based, NGSS-aligned project-based learning (PBL). Building on the Crafting Engaging Science Environments (CESE) framework, which has demonstrated significant learning gains among high school students, new physics curricular units were developed that integrate 'educative' features to promote both student and teacher learning. In this paper we present core guidelines to design a coherent set of educative curriculum materials that promote rigorous, culturally grounded, three-dimensional (3D) science instruction using project-based learning (PBL). These materials are designed to support teachers across five key, intersecting domains: Science Content Knowledge, Cultural Pedagogical Content Knowledge (PCK), PCK for 3D Learning, PCK for Project-Based Learning, and PCK for Assessment. Rather than treating these domains as isolated areas of support, we conceptualize them as interdependent and mutually reinforcing domains that collectively enable teachers to foster rigorous and inclusive learning opportunities for all students. |
| Session Time: | Poster Session C |
| Poster Number: | C-68 |
Author/Organizer Information | |
| Primary Contact: |
Ozlem Akcil Okan Michigan State University Lansing, MI 48912 Phone: 8505597262 |
| Co-Author(s) and Co-Presenter(s) |
Mathilda Smith (She/her), Michigan State University Clausell Mathis (He/him), Lyman Briggs, Michigan State University, Lucky Nonyelum (He/him), Michigan State University |
