Framework for articulating instructional practices and conceptions

dc.creator	Melissa Dancy
dc.creator	Charles Henderson
dc.date	2007-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:23:24Z
dc.date.available	2015-08-12T11:23:24Z
dc.identifier	1554-9178
dc.identifier	https://doaj.org/article/8ad5c4ce1d494046b56b60b30c458500
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29676
dc.description	We present and describe the development of a framework for assessing or categorizing instructional practices and related conceptions in the context of introductory physics instruction. The purpose of the framework is for articulating practices and conceptions of individual instructors or of curricula. It was developed based on the research literature and interviews with physics faculty and contains ideas with widespread acceptance as well as some outside mainstream rhetoric. We provide an example of how this framework can be applied by using it to categorize aspects of three well-known research-based curricula. The results of this categorization highlight areas that are common in research-based curricular designs and other areas that are less embraced but worthy of consideration.
dc.language	English
dc.publisher	American Physical Society
dc.relation	http://link.aps.org/abstract/PRSTPER/v3/e010103
dc.relation	https://doaj.org/toc/1554-9178
dc.source	Physical Review Special Topics. Physics Education Research, Vol 3, Iss 1 (2007)
dc.subject	Framework
dc.subject	Research-based curricular designs
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Framework for articulating instructional practices and conceptions
dc.type	article