[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The overarching goal of this paper is to illustrate the interplay between theory, design principles, and curriculum (meant broadly, to include both written and enacted curriculum). This dialogue is illustrated in the context of the design and implementation of a particular curricular unit on thermodynamics intended for advanced secondary students in Italy. The approach to the discipline and design of learning materials that we take in this work challenges a conventional view of physics disciplinary content as hierarchically organized and instead promotes a multidimensional and thematically organized physics curriculum. In this paper, we emphasize not only the influence of theory on design, but also the reverse influence: how the analysis of specific classroom data from enactments of a designed curriculum can contribute to refining and building a local theory of how to learn and teach physics in a way that is inclusive and responsive to classroom diversity.
Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics / Levrini, Olivia; Levin, Mariana; Fantini, Paola. - In: PHYSICAL REVIEW. PHYSICS EDUCATION RESEARCH. - ISSN 2469-9896. - ELETTRONICO. - 16:2(2020), pp. 020154.1-020154.16. [10.1103/PhysRevPhysEducRes.16.020154]
Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics
Levrini, Olivia
;
2020
Abstract
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The overarching goal of this paper is to illustrate the interplay between theory, design principles, and curriculum (meant broadly, to include both written and enacted curriculum). This dialogue is illustrated in the context of the design and implementation of a particular curricular unit on thermodynamics intended for advanced secondary students in Italy. The approach to the discipline and design of learning materials that we take in this work challenges a conventional view of physics disciplinary content as hierarchically organized and instead promotes a multidimensional and thematically organized physics curriculum. In this paper, we emphasize not only the influence of theory on design, but also the reverse influence: how the analysis of specific classroom data from enactments of a designed curriculum can contribute to refining and building a local theory of how to learn and teach physics in a way that is inclusive and responsive to classroom diversity.File | Dimensione | Formato | |
---|---|---|---|
PhysRevPhysEducRes.16.020154_Curriculum TD.pdf
accesso aperto
Tipo:
Versione (PDF) editoriale
Licenza:
Licenza per Accesso Aperto. Creative Commons Attribuzione (CCBY)
Dimensione
574.62 kB
Formato
Adobe PDF
|
574.62 kB | Adobe PDF | Visualizza/Apri |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.