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Paradigms in Physics: A new upper-division curriculum

American Journal of Physics -- September 2001 -- Volume 69, Issue 9, pp. 978-990

Issue Date: September 2001
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KEYWORDS and PACS

Keywords
PACS
  • 01.40.Di
    Communication, education, history, and philosophy Education Course design and evaluation
  • 01.55.+b
    Communication, education, history, and philosophy General physics
  • YEAR: 2001

PUBLICATION DATA

ISSN:
0002-9505 (print)  
Publisher:
AIP is a member of CrossRef AAPT
Corinne A. Manogue, Philip J. Siemens, Janet Tate, and Kerry Browne
Department of Physics, Oregon State University, Corvallis, Oregon 97331

Margaret L. Niess and Adam J. Wolfer
Department of Science and Mathematics Education, Oregon State University, Corvallis, Oregon 97331
We describe a new curriculum for the final two years of a B.S. program in Physics. Case studies in the junior year provide concrete examples or Paradigms as pillars to support systematic Capstone lectures in the senior year. In each of nine three-week Paradigms, the junior progresses from a descriptive lower-division understanding to an advanced analysis of a topic defined by phenomenon rather than discipline. Students generally view the new format with favor. They are better at visualization and make important connections among physics disciplines. Independent assessment is ongoing. ©2001 American Association of Physics Teachers.
History: Received 28 December 2000; accepted 21 January 2001
Permalink: http://dx.doi.org/10.1119/1.1374248

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