A reformed physics curriculum - Revision history

Shawn: Reverted edits by 78.225.127.66 (talk) to last revision by Shawn

2012-05-19T13:45:39Z

Reverted edits by 78.225.127.66 (talk) to last revision by Shawn

Can't load revision 2194

78.225.127.66 at 09:36, 19 May 2012

2012-05-19T09:36:55Z

uSYpRUkwoO

Can't load revision 2185

Shawn: /* A diverse physics curriculum */

2012-04-11T15:55:04Z

A diverse physics curriculum

← Older revision		Revision as of 08:55, 11 April 2012
Line 7:		Line 7:

	===Evidence for diverse curricula in the past===		===Evidence for diverse curricula in the past===

			===Calls for a more diverse curriculum===
			Joanne DiGennaro writes in the Richmond Times-Dispatch, April 11, 2012, that the US needs a STEM workforce trained in diverse ways, not shoe-horned into a single curriculum. http://timesdispatch.com/ar/1832629/

	===Standardized assessments===		===Standardized assessments===

Shawn at 21:52, 15 December 2010

2010-12-15T21:52:28Z

← Older revision		Revision as of 14:52, 15 December 2010
Line 15:		Line 15:
	==A different order==		==A different order==
	A reformed curriculum might change the sequence of topics presented as introductory. Thomas Moore's books offer an introductory college curriculum that can be re-arranged many ways. <ref>http://physics.pomona.edu/sixideas/</ref>		A reformed curriculum might change the sequence of topics presented as introductory. Thomas Moore's books offer an introductory college curriculum that can be re-arranged many ways. <ref>http://physics.pomona.edu/sixideas/</ref>

			==A re-examined purpose==
			Physics is taught as preparation for studying physical science, engineering, or bio-sciences. The curriculum has been adjusted for those purposes. Could its purpose within or without those fields be altered? Could physicists re-examine the curriculum and determine a new set appropriate to researches they think would be most important in the future?

	==References==		==References==

Shawn at 21:41, 15 December 2010

2010-12-15T21:41:54Z

← Older revision		Revision as of 14:41, 15 December 2010
Line 12:		Line 12:

	Consider two types of tests, statewide subject tests, which are often broad, not deep, and AP tests, which have in-depth questions on key topics. Imagine a hybrid of this breadth and depth: A top score would not require sections on all topics to be answered correctly, just all questions in a variable subset of sections. For example, a test could be made with 20 in-depth, AP-like sections, and a test-taker must choose 10, their score based on how well they executed those 10.		Consider two types of tests, statewide subject tests, which are often broad, not deep, and AP tests, which have in-depth questions on key topics. Imagine a hybrid of this breadth and depth: A top score would not require sections on all topics to be answered correctly, just all questions in a variable subset of sections. For example, a test could be made with 20 in-depth, AP-like sections, and a test-taker must choose 10, their score based on how well they executed those 10.

			==A different order==
			A reformed curriculum might change the sequence of topics presented as introductory. Thomas Moore's books offer an introductory college curriculum that can be re-arranged many ways. <ref>http://physics.pomona.edu/sixideas/</ref>

			==References==
			<references />

	[[Category:PhD]]		[[Category:PhD]]

Shawn: Created page with '==A diverse physics curriculum== A diverse physics curriculum would provide multiple pathways to physics for students. The diversity might be between schools, or courses within a…'

2010-12-10T18:20:25Z

Created page with '==A diverse physics curriculum== A diverse physics curriculum would provide multiple pathways to physics for students. The diversity might be between schools, or courses within a…'

New page

==A diverse physics curriculum==
A diverse physics curriculum would provide multiple pathways to physics for students. The diversity might be between schools, or courses within a school, or even between students in the same course.

The diversity might reflect the multiplicity of [[Physics fields|fields]] in physics.

===Evidence that a diverse curriculum already exists===

===Evidence for diverse curricula in the past===

===Standardized assessments===
If students across the country are not learning the exact same set of topics, how can we comparatively measure the level of their achievement, at best for the purposes of ensuring we are providing all students with a standard level of education?

Consider two types of tests, statewide subject tests, which are often broad, not deep, and AP tests, which have in-depth questions on key topics. Imagine a hybrid of this breadth and depth: A top score would not require sections on all topics to be answered correctly, just all questions in a variable subset of sections. For example, a test could be made with 20 in-depth, AP-like sections, and a test-taker must choose 10, their score based on how well they executed those 10.

[[Category:PhD]]