• Open Access

Framework for articulating instructional practices and conceptions

Melissa Dancy and Charles Henderson
Phys. Rev. ST Phys. Educ. Res. 3, 010103 – Published 15 May 2007
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Abstract

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.

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  • Received 25 August 2006

DOI:https://doi.org/10.1103/PhysRevSTPER.3.010103

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Authors & Affiliations

Melissa Dancy

  • University of North Carolina at Charlotte, Charlotte, North Carolina 28223, USA

Charles Henderson

  • Western Michigan University, Kalamazoo, Michigan, 49008, USA

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Issue

Vol. 3, Iss. 1 — January - June 2007

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