Curriculum change - Revision history

Shawn: Reverted edits by 146.82.168.18 (talk) to last revision by Shawn

2012-05-19T13:47:06Z

Reverted edits by 146.82.168.18 (talk) to last revision by Shawn

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at 12:31, 19 May 2012

2012-05-19T12:31:11Z

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Shawn: /* The move towards habits, away from topics */

2012-04-28T03:26:33Z

The move towards habits, away from topics

← Older revision		Revision as of 20:26, 27 April 2012
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	==The move towards habits, away from topics==		==The move towards habits, away from topics==
	Researchers are investigating how curriculum can be centered around the development of characteristics of professionals, often called "habits of mind," rather than organized by topic. For example see the Changing Curriculum, Changing Practice project funded by NSF (2010).<ref>http://nsf.gov/awardsearch/showAward.do?AwardNumber=1019945&WT.z_pims_id=500047</ref>		Researchers are investigating how curriculum can be centered around the development of characteristics of professionals, often called "habits of mind," rather than organized by topic. For example see the Changing Curriculum, Changing Practice project funded by NSF (2010).<ref>http://nsf.gov/awardsearch/showAward.do?AwardNumber=1019945&WT.z_pims_id=500047</ref>

			See Eight Plus One, from Michigan State, for a reduction of required topics in all K-12 science: http://8plus1science.org/

	Also see [[Concepts first or practices first]].		Also see [[Concepts first or practices first]].

Shawn at 20:07, 27 October 2011

2011-10-27T20:07:35Z

← Older revision		Revision as of 13:07, 27 October 2011
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	Also see [[Concepts first or practices first]].		Also see [[Concepts first or practices first]].

			==Curriculum change as school reform==
			New York City has created the iZone, i for innovation, with a focus on individualizing instruction and curriculum.<ref>http://www.bbc.co.uk/news/business-15358964</ref>

	==References==		==References==
	<references />		<references />
	[[Category:PhD]]		[[Category:PhD]]

Shawn: /* The move towards habits, away from topics */ link to Concepts first or practices first

2011-01-12T20:00:30Z

The move towards habits, away from topics: link to Concepts first or practices first

← Older revision		Revision as of 13:00, 12 January 2011
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	==The move towards habits, away from topics==		==The move towards habits, away from topics==
	Researchers are investigating how curriculum can be centered around the development of characteristics of professionals, often called "habits of mind," rather than organized by topic. For example see the Changing Curriculum, Changing Practice project funded by NSF (2010).<ref>http://nsf.gov/awardsearch/showAward.do?AwardNumber=1019945&WT.z_pims_id=500047</ref>		Researchers are investigating how curriculum can be centered around the development of characteristics of professionals, often called "habits of mind," rather than organized by topic. For example see the Changing Curriculum, Changing Practice project funded by NSF (2010).<ref>http://nsf.gov/awardsearch/showAward.do?AwardNumber=1019945&WT.z_pims_id=500047</ref>

			Also see [[Concepts first or practices first]].

	==References==		==References==
	<references />		<references />
	[[Category:PhD]]		[[Category:PhD]]

Shawn: Wolfram's re-arrange math curriculum argument.

2010-12-15T21:39:14Z

Wolfram's re-arrange math curriculum argument.

← Older revision		Revision as of 14:39, 15 December 2010
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	==Equipment can be the vanguard of curriculum change==		==Equipment can be the vanguard of curriculum change==
	Nanoscale science, spectroscopy, electronics, and bio-technology are examples of modern fields influencing preparatory curriculum with fancy equipment. Secondary schools are buying electrophoresis equipment, computer-based spectroscopes, semiconductors, and other lab equipment that is not suited to teaching content from before these fields' existence. High-achieving students are going to college from school districts with impressive research science budgets, partly focused on regional and national science and engineering student competitions.		Nanoscale science, spectroscopy, electronics, and bio-technology are examples of modern fields influencing preparatory curriculum with fancy equipment. Secondary schools are buying electrophoresis equipment, computer-based spectroscopes, semiconductors, and other lab equipment that is not suited to teaching content from before these fields' existence. High-achieving students are going to college from school districts with impressive research science budgets, partly focused on regional and national science and engineering student competitions.

	Consider this workshop description from AAPT's winter 2011 meeting:<ref>http://www.aapt.org/scheduler/wm2011/</ref>		Consider this workshop description from AAPT's winter 2011 meeting:<ref>http://www.aapt.org/scheduler/wm2011/</ref>
	:Hands-On Activities Exploring Nanoscale Science Investigations in Pre-High School Classrooms		:Hands-On Activities Exploring Nanoscale Science Investigations in Pre-High School Classrooms
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	::Co-Author(s): Anjali Manivannan, Bryan E Breyfogle, Kartik C Ghosh		::Co-Author(s): Anjali Manivannan, Bryan E Breyfogle, Kartik C Ghosh
	::Abstract: The fast-growing interdisciplinary field of nanoscience and nanotechnology is still in its infancy, and science education research findings and curricular developments are still emerging. One nanometer is about one hundred thousand times smaller than the diameter of human hair, and at the nano-level we begin to see the intimate connections among the STEM disciplines. Appropriately integrating hands-on nanoscience activities into school classrooms is expected to have outcomes such as supporting inquiry-based teaching and learning, increased interest and engagement in learning science, and enhanced understanding of core science and nanoscale STEM concepts and applications. We present some inquiry-based hands-on activities using paper models and plastic building blocks, and discuss other activities suitable for pre-high school students. We will assemble models to simulate some of the unique properties of nanoparticles. Finally, we will present preliminary results of pre- and post-Nano Concept Inventory assessments given to pre-service teachers.		::Abstract: The fast-growing interdisciplinary field of nanoscience and nanotechnology is still in its infancy, and science education research findings and curricular developments are still emerging. One nanometer is about one hundred thousand times smaller than the diameter of human hair, and at the nano-level we begin to see the intimate connections among the STEM disciplines. Appropriately integrating hands-on nanoscience activities into school classrooms is expected to have outcomes such as supporting inquiry-based teaching and learning, increased interest and engagement in learning science, and enhanced understanding of core science and nanoscale STEM concepts and applications. We present some inquiry-based hands-on activities using paper models and plastic building blocks, and discuss other activities suitable for pre-high school students. We will assemble models to simulate some of the unique properties of nanoparticles. Finally, we will present preliminary results of pre- and post-Nano Concept Inventory assessments given to pre-service teachers.

			Widespread use of computers could change the order of math curriculum, Stephen Wolfram suggests.<ref>http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html</ref> Because we can ask computers to do complex calculations for us, instead of basing the sequence of math lessons on the complexity of calculations, it could be based on the complexity of concepts of the whole problem.

	==The interdisciplinary force for curriculum change==		==The interdisciplinary force for curriculum change==

Shawn at 20:50, 9 December 2010

2010-12-09T20:50:49Z

← Older revision		Revision as of 13:50, 9 December 2010
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	::Author:Invited - Michael Dennin, University of California, Irvine		::Author:Invited - Michael Dennin, University of California, Irvine
	::Abstract:The graduate physics curriculum is pretty much the same everywhere, and has been that way since the 1950s. The center pieces are courses in classical mechanics, electromagnetism, quantum mechanics, and statistical physics. Though successful in training academic physicists, it is not necessarily the ideal curriculum for the cross-disciplinary nature of many current research areas or non-academic career paths. I will discuss an interdisciplinary graduate program at University of California, Irvine that is based on three main elements: a summer experience, special mathematics training, and changes to the traditional core courses. Especially interesting is the replacement of traditional classical mechanics with a course in continuum mechanics. I will argue that continuum mechanics serves multiple functions in the graduate curriculum and is ideal for cross-disciplinary work.		::Abstract:The graduate physics curriculum is pretty much the same everywhere, and has been that way since the 1950s. The center pieces are courses in classical mechanics, electromagnetism, quantum mechanics, and statistical physics. Though successful in training academic physicists, it is not necessarily the ideal curriculum for the cross-disciplinary nature of many current research areas or non-academic career paths. I will discuss an interdisciplinary graduate program at University of California, Irvine that is based on three main elements: a summer experience, special mathematics training, and changes to the traditional core courses. Especially interesting is the replacement of traditional classical mechanics with a course in continuum mechanics. I will argue that continuum mechanics serves multiple functions in the graduate curriculum and is ideal for cross-disciplinary work.

			==The move towards habits, away from topics==
			Researchers are investigating how curriculum can be centered around the development of characteristics of professionals, often called "habits of mind," rather than organized by topic. For example see the Changing Curriculum, Changing Practice project funded by NSF (2010).<ref>http://nsf.gov/awardsearch/showAward.do?AwardNumber=1019945&WT.z_pims_id=500047</ref>

	==References==		==References==
	<references />		<references />
	[[Category:PhD]]		[[Category:PhD]]

Shawn at 23:19, 7 December 2010

2010-12-07T23:19:37Z

← Older revision		Revision as of 16:19, 7 December 2010
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	In Science Curriculum Reform in the United States, Rodger W. Bybee summarizes some differences between science curriculum reforms in the 1950s and 60s, and the 1990s. <ref>http://nationalacademies.org/rise/backg3a.htm</ref>		In Science Curriculum Reform in the United States, Rodger W. Bybee summarizes some differences between science curriculum reforms in the 1950s and 60s, and the 1990s. <ref>http://nationalacademies.org/rise/backg3a.htm</ref>

	==~~Change~~ can be ~~lead by equipment~~==		==Equipment can be the vanguard of curriculum change==
	Nanoscale science, spectroscopy, electronics, and bio-technology are examples of modern fields influencing preparatory curriculum with fancy equipment. Secondary schools are buying electrophoresis equipment, computer-based spectroscopes, semiconductors, and other lab equipment that is not suited to teaching content from before these fields' existence. High-achieving students are going to college from school districts with impressive research science budgets, partly focused on regional and national science and engineering student competitions.		Nanoscale science, spectroscopy, electronics, and bio-technology are examples of modern fields influencing preparatory curriculum with fancy equipment. Secondary schools are buying electrophoresis equipment, computer-based spectroscopes, semiconductors, and other lab equipment that is not suited to teaching content from before these fields' existence. High-achieving students are going to college from school districts with impressive research science budgets, partly focused on regional and national science and engineering student competitions.
	Consider this workshop description from AAPT's winter 2011 meeting:<ref>http://www.aapt.org/scheduler/wm2011/</ref>		Consider this workshop description from AAPT's winter 2011 meeting:<ref>http://www.aapt.org/scheduler/wm2011/</ref>

Shawn at 22:37, 7 December 2010

2010-12-07T22:37:21Z

← Older revision		Revision as of 15:37, 7 December 2010
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	For specific notes on physics curriculum, please see [[How physics educators shape the content of their curriculum]].		For specific notes on physics curriculum, please see [[How physics educators shape the content of their curriculum]].

	In Science Curriculum Reform in the United States, Rodger W. Bybee summarizes some differences between science curriculum reforms in the 1950s and 60s, and the 1990s. [http://nationalacademies.org/rise/backg3a.htm]		In Science Curriculum Reform in the United States, Rodger W. Bybee summarizes some differences between science curriculum reforms in the 1950s and 60s, and the 1990s. <ref>http://nationalacademies.org/rise/backg3a.htm</ref>

	==Change can be lead by equipment==		==Change can be lead by equipment==

Shawn at 22:36, 7 December 2010

2010-12-07T22:36:35Z

← Older revision		Revision as of 15:36, 7 December 2010
Line 5:		Line 5:
	==Change can be lead by equipment==		==Change can be lead by equipment==
	Nanoscale science, spectroscopy, electronics, and bio-technology are examples of modern fields influencing preparatory curriculum with fancy equipment. Secondary schools are buying electrophoresis equipment, computer-based spectroscopes, semiconductors, and other lab equipment that is not suited to teaching content from before these fields' existence. High-achieving students are going to college from school districts with impressive research science budgets, partly focused on regional and national science and engineering student competitions.		Nanoscale science, spectroscopy, electronics, and bio-technology are examples of modern fields influencing preparatory curriculum with fancy equipment. Secondary schools are buying electrophoresis equipment, computer-based spectroscopes, semiconductors, and other lab equipment that is not suited to teaching content from before these fields' existence. High-achieving students are going to college from school districts with impressive research science budgets, partly focused on regional and national science and engineering student competitions.
	Consider this workshop description from AAPT's winter 2011 meeting:[http://www.aapt.org/scheduler/wm2011/]		Consider this workshop description from AAPT's winter 2011 meeting:<ref>http://www.aapt.org/scheduler/wm2011/</ref>
	:Hands-On Activities Exploring Nanoscale Science Investigations in Pre-High School Classrooms		:Hands-On Activities Exploring Nanoscale Science Investigations in Pre-High School Classrooms
	::Author: Kandiah Manivannan, Dept. of Physics, Astronomy, and Materials Science, Missouri State University		::Author: Kandiah Manivannan, Dept. of Physics, Astronomy, and Materials Science, Missouri State University