Difference between revisions of "A reformed physics curriculum"
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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. | ||
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| + | ==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> | ||
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| + | ==References== | ||
| + | <references /> | ||
[[Category:PhD]] | [[Category:PhD]] | ||
Revision as of 13:41, 15 December 2010
Contents
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 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.
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. [1]
