Rethinking the Relationship between Instructors and Physics Education Researchers

Autor/inn/en	Elby, Andrew; Yerdelen-Damar, Sevda
Titel	Rethinking the Relationship between Instructors and Physics Education Researchers
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elby, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Teachers; Science Curriculum; Educational Researchers; Research and Development; Theory Practice Relationship; Partnerships in Education; Scholarship; Research Reports; Open Educational Resources; Learning Modules; Curriculum Development; College Faculty; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Turkey; Maryland + Suchen Sie Ihr Suchwort? Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Scholarships; Stipendium; Research report; Forschungsbericht; Learning module; Lernmodul; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Elementary school; Grundschule; Volksschule; Ausland; Türkei
Abstract	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] In the "standard" physics education research curriculum-development model, researchers are cast primarily as producers of curricula and instructors are cast primarily consumers, i.e., adopters and adapters. We illustrate a complementary model in which researchers' curricular modules, and also their "pure" research unattached to curriculum development, can serve as instructionally generative fodder that inspires and loosely guides instructors in creating their own curricular materials. Drawing on experiences from our graduate student days, we show how particular curricula and research papers influenced our curriculum development and instruction in particular ways. We then argue that the physics education ecosystem could benefit if researchers were more intentional about creating potential "instructionally generative fodder," and we suggest ways to do so. Although not intended to replace the standard curriculum-development model, which has a history of producing effective tutorials and other curricular modules, our alternative model casts the researcher and instructor as co-equal contributors to the research-based yet creative process of curriculum generation. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01