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Rethinking the relationship between instructors and physics education researchers

dc.contributor.authorElby, Andrew
dc.contributor.authorYerdelen-Damar, Sevda
dc.date.accessioned2021-07-15T15:49:50Z
dc.date.available2021-07-15T15:49:50Z
dc.date.issued2020-12-04
dc.identifierhttps://doi.org/10.13016/lwrn-4kh7
dc.identifier.citationElby, A., & Yerdelen-Damar, S. (2020). Rethinking the relationship between instructors and physics education researchers. Physical Review Physics Education Research, 16(2).en_US
dc.identifier.urihttp://hdl.handle.net/1903/27530
dc.descriptionPartial funding for Open Access provided by the UMD Libraries' Open Access Publishing Fund.en_US
dc.description.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.en_US
dc.description.urihttps://doi.org/10.1103/PhysRevPhysEducRes.16.020151
dc.language.isoen_USen_US
dc.publisherAmerican Physical Societyen_US
dc.subjectInstructional materials developmenten_US
dc.subjectPhysics Education Researchen_US
dc.titleRethinking the relationship between instructors and physics education researchersen_US
dc.typeArticleen_US
dc.relation.isAvailableAtCollege of Educationen_us
dc.relation.isAvailableAtTeaching, Learning, Policy & Leadershipen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us


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