The communities of practice framework has become an essential framework for understanding identity development both in physics education research (PER) and more broadly in STEM. The use of communities of practice as a learning theory that informs curriculum design is signicantly less prevalent within the PER community. This shortfall in communities of practice as a tool for curriculum design is rooted in the communities of practice origins in professional environments and its subsequent movement towards a framework that informs management. Some signicant interpretations and negotiations need to completed in order to design for the opportunity of the development of a community of practice in the classroom environment. In this paper, we outline an introductory physics course (P-Cubed) that was designed using the communities of practice as a guiding framework. We present the curriculum decisions that focus specifically on the adaption process from professional practice to the classroom context along with the theoretical underpinnings of the curriculum design decisions that went into the development of the P-Cubed classroom.

中文翻译：

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工程师入门物理课中作为课程设计理论的实践社区

实践社区框架已成为理解物理教育研究（PER）和STEM中更广泛的身份发展的基本框架。在实践社区中，实践社区作为指导课程设计的学习理论的使用显着减少。作为课程设计工具的实践社区的这种不足根源于专业环境中的实践社区，以及后来朝着告知管理的框架的方向发展。为了设计在课堂环境中建立实践社区的机会，需要完成一些有意义的解释和谈判。在本文中，我们概述了物理入门课程（P-Cubed），该课程是使用实践社区作为指导框架而设计的。我们提出的课程决策特别侧重于从专业实践到课堂环境的适应过程，以及P-Cubed课堂发展过程中课程设计决策的理论基础。