Curriculum development in studio-style university physics and implications for dissemination of research-based reforms
Over the past few decades, a growing body of evidence demonstrates that students learn best in engaging, interactive, collaborative, and inquiry-based environments. However, most college science classes are still taught with traditional methods suggesting the existing selection of research-based ins...
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| Format: | Article |
| Language: | English |
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American Physical Society
2016-04-01
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| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.12.010127 |
| _version_ | 1819010927826042880 |
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| author | Kathleen T. Foote |
| author_facet | Kathleen T. Foote |
| author_sort | Kathleen T. Foote |
| collection | DOAJ |
| description | Over the past few decades, a growing body of evidence demonstrates that students learn best in engaging, interactive, collaborative, and inquiry-based environments. However, most college science classes are still taught with traditional methods suggesting the existing selection of research-based instructional materials has not widely transformed undergraduate education. SCALE-UP is a renovated pedagogy and classroom environment that has achieved a greater impact than most, used extensively throughout the United States and abroad. SCALE-UP is not a simple collection of lesson plans or a textbook that can be easily adopted, and instead instructors are encouraged to customize main pedagogical principles to their unique instructional situation. This flexibility along with promotion of instructor autonomy may have assisted its spread. This paper uses case studies of five successful secondary implementations in the United States to examine how instructors gather information about reform, create a curriculum, and achieve sustained use. Many people learned about research-based resources that formed the composite of their curricula through interpersonal connections. Time constraints and misunderstandings between developers and instructors limited which resources were chosen and how they were used. Once instructors created a “working form” of the curriculum, three out of five instructors did not make significant changes. This could lead to the preservation of a more conservative curriculum. Implications include that disseminators should articulate core principles of the reform that should be retained to uphold the integrity of the reform as well as the areas where adopters have flexibility to innovate. Strategically involving other secondary users in the dissemination process could facilitate important interpersonal exchanges that could provide an additional layer of support for faculty. |
| first_indexed | 2024-12-21T01:20:03Z |
| format | Article |
| id | doaj.art-deb4e033b05c4bc296bee9c289e7e0f7 |
| institution | Directory Open Access Journal |
| issn | 2469-9896 |
| language | English |
| last_indexed | 2024-12-21T01:20:03Z |
| publishDate | 2016-04-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Physics Education Research |
| spelling | doaj.art-deb4e033b05c4bc296bee9c289e7e0f72022-12-21T19:20:40ZengAmerican Physical SocietyPhysical Review Physics Education Research2469-98962016-04-0112101012710.1103/PhysRevPhysEducRes.12.010127Curriculum development in studio-style university physics and implications for dissemination of research-based reformsKathleen T. FooteOver the past few decades, a growing body of evidence demonstrates that students learn best in engaging, interactive, collaborative, and inquiry-based environments. However, most college science classes are still taught with traditional methods suggesting the existing selection of research-based instructional materials has not widely transformed undergraduate education. SCALE-UP is a renovated pedagogy and classroom environment that has achieved a greater impact than most, used extensively throughout the United States and abroad. SCALE-UP is not a simple collection of lesson plans or a textbook that can be easily adopted, and instead instructors are encouraged to customize main pedagogical principles to their unique instructional situation. This flexibility along with promotion of instructor autonomy may have assisted its spread. This paper uses case studies of five successful secondary implementations in the United States to examine how instructors gather information about reform, create a curriculum, and achieve sustained use. Many people learned about research-based resources that formed the composite of their curricula through interpersonal connections. Time constraints and misunderstandings between developers and instructors limited which resources were chosen and how they were used. Once instructors created a “working form” of the curriculum, three out of five instructors did not make significant changes. This could lead to the preservation of a more conservative curriculum. Implications include that disseminators should articulate core principles of the reform that should be retained to uphold the integrity of the reform as well as the areas where adopters have flexibility to innovate. Strategically involving other secondary users in the dissemination process could facilitate important interpersonal exchanges that could provide an additional layer of support for faculty.http://doi.org/10.1103/PhysRevPhysEducRes.12.010127 |
| spellingShingle | Kathleen T. Foote Curriculum development in studio-style university physics and implications for dissemination of research-based reforms Physical Review Physics Education Research |
| title | Curriculum development in studio-style university physics and implications for dissemination of research-based reforms |
| title_full | Curriculum development in studio-style university physics and implications for dissemination of research-based reforms |
| title_fullStr | Curriculum development in studio-style university physics and implications for dissemination of research-based reforms |
| title_full_unstemmed | Curriculum development in studio-style university physics and implications for dissemination of research-based reforms |
| title_short | Curriculum development in studio-style university physics and implications for dissemination of research-based reforms |
| title_sort | curriculum development in studio style university physics and implications for dissemination of research based reforms |
| url | http://doi.org/10.1103/PhysRevPhysEducRes.12.010127 |
| work_keys_str_mv | AT kathleentfoote curriculumdevelopmentinstudiostyleuniversityphysicsandimplicationsfordisseminationofresearchbasedreforms |