A Multi-Institutional and Department-Wide Approach to 2nd Generation Introductory Physics Curriculum Reform

智力优势：该项目支持并扩大了俄勒冈州立大学、莱恩社区学院和林本顿社区学院正在进行的努力，以促进全系范围的、以团队为基础的课程改革。这被称为第二代改革，因为团队正在做出连贯的选择，以适应现有的物理教育研究（PER）为基础的材料，为俄勒冈州学生的特定需求量身定制明确定义的目标，无论是在机构之间转换还是进入高年级。这些团队被用来选择内容和基于技能的目标，例如如何深入地解决高斯定律，以及在图形推理上花费多少时间。这些团队还解决了脚手架和连续性问题，并正在创造将在参与机构中普遍存在的顶点经验。俄勒冈州立大学的教师们建立在“物理范式”项目的发展经验之上，这是一项全面的高年级物理改革努力。在实施新课程时，每位教师都需要对如何实施活动有深入的了解，这就需要教学内容知识（PCK）。PCK是教师在理解内容和了解良好教学实践之间架起桥梁的知识，它包括了解学生将如何参与内容，以及一门学科中特定教学实践的原因和方法。团队改革的一个重要副产品是社区PCK的共享和建设。国家咨询委员会提供形成性的反馈和讨论。更广泛的影响：全国需要州立大学和社区学院使用一致的课程，也需要一个解决大规模改革可行性和可持续性的模式。多院校基于团队的课程改革与共享PCK的构建，为全国院校实施协调、整体的课程改革提供了强有力的范例。这种模式还解决了长期可持续性的困难，促进了轮流担任和退出教学职责的人员之间的共享PCK。

Intellectual Merit: This project supports and expands ongoing efforts at Oregon State University, Lane Community College and Linn-Benton Community College to promote department-wide, team-based, curricular reform. This is called second generational reform because the teams are making coherent choices in order to adapt existing Physics Education Research (PER)-based materials for clearly-defined goals tailored to the specific needs of students in Oregon, both as they transfer between institutions and as they move into the upper division. These teams are being used to choose both content and skill-based goals, such as how deeply to address Gauss' law, and how much time to spend on graphical reasoning. The teams also address scaffolding and continuity issues, and are creating capstone experiences that will be common at the participating institutions. The faculty at Oregon State University build on experience with the development of the Paradigms in Physics program, a holistic upper-division physics reform effort. When implementing a new curriculum, there is need for each instructor to have deep knowledge of how to implement the activities, which requires pedagogical content knowledge (PCK). PCK is the teacher knowledge that bridges the gap between understanding the content and knowing good teaching practice, and it includes knowing how students will engage with content, and the why's and how's of specific teaching practices in a discipline. A crucial by-product of team-based reform is the sharing and building of community-wide PCK. A national advisory committee provides formative feedback and discussion. Broader Impacts: There is a national need for consistent curricula used by both the state universities and community colleges as well as a need for a model that addresses feasibility and sustainability for large-scale reform. The example of multi-institutional team-based curricular reform and building shared PCK provides a strong model for institutions nationwide to implement coordinated, holistic, curricular reform. This model also addresses the difficulty of long-term sustainability, promoting shared PCK among people rotating in and out of teaching duties.