Introduction to a physics curriculum structure based on the anatomy of disciplinary discernment

In “Introducing the anatomy of disciplinary discernment: an example from astronomy”, Erickson et al* introduced a structure of disciplinary discernment. This discernment is built a disciplinary understanding of what is noticed and how sense is made of it (noticing and reflecting). To this general framework was added results of an empirical study of modes of sense making in order of their extent of learning. These modes are: (1) Non-disciplinary Discernment; (2) Disciplinary Identification; (3) Disciplinary Explanation through representations; (4) Disciplinary Appreciation of representations; (5) Disciplinary Evaluation of collections of representations and their affordances). Preliminary suggested directions for curriculum structure are made particularly involving the use of a curricular curriculum and making use of transparency of student learning that the discernment process provides. Through text and diagrams, this poster introduces additional curriculum structure that makes use of the above anatomy of discernment.

* European Journal of Science and Mathematics Education Vol. 2, No. 3, 2014, 167‐182 Urban Eriksson 1,2 , Cedric Linder 1,3 , John Airey 1,4 , Andreas Redfors 2

1 Department of Physics and Astronomy, Uppsala University, Uppsala, Sweden

2 School of Education and Environment, Kristianstad University, Kristianstad, Sweden

3 Department of Physics, University of Western Cape, Cape Town, South Africa

4 Department of Languages, Linnaeus University, Kalmar, Sweden