PhD: Difference between revisions
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== Methods == | == Methods == | ||
I will use several methods: | |||
#Trace the path of the content of physics courses. | |||
##Review textbooks from the past 200 years. | |||
##Interview educators, ask how they choose what to teach. | |||
##Use critical historical methods to find how content choices have been made. | |||
#Identify curriculum change. | |||
##Measure diversity of curriculum. | |||
##Identify links between curriculum branches and populations, purposes. | |||
##Identify people involved in curriculum change. | |||
###Determine their power and effectiveness. | |||
###Determine their limitations. | |||
==Courses== | ==Courses== | ||
Revision as of 16:51, 9 November 2009
Reasoning
I hope to earn a PhD studying curriculum change. I want us physics educators to consider allowing our curriculum to evolve with time, but I want to know how it has done so before. The work will draw on my experience as a physics teacher, my studies of the history of physics and the history of science.
Methods
I will use several methods:
- Trace the path of the content of physics courses.
- Review textbooks from the past 200 years.
- Interview educators, ask how they choose what to teach.
- Use critical historical methods to find how content choices have been made.
- Identify curriculum change.
- Measure diversity of curriculum.
- Identify links between curriculum branches and populations, purposes.
- Identify people involved in curriculum change.
- Determine their power and effectiveness.
- Determine their limitations.
Courses
STS 3301 I enrolled extramurally, but I see this as research for the PhD.
