Fifteen years ago, following recommendations from research on science education for prospective teachers and for students more broadly, Physics and Everyday Thinking (PET) introduced activities within an inquiry-based undergraduate physics course that explicitly focus on the nature of science and nature of learning. This component of the curriculum is referred to as Learning about Learning or LAL. Since then, this same team developed a series of other curricula. These later curricula, Physics & Everyday Thinking (PET 2 edition), Physical Science & Everyday Thinking (PSET), Learning Physics (LEP), Learning Physical Science (LEPS) and Next Gen PET all retain a focus on learning about learning as a priority. While similar theoretical grounding guided development across all these curricula, this particular component evolved considerably. These changes were motivated by practical considerations, developments in research, changes to the K-12 expectations, and changes in physics departments, as well as changes to the team. We introduce the term Responsive Curriculum Development to describe the changes made to this aspect of the curricula. With responsive curriculum development, the development process is responsive to contextual, social, and policy factors so that the materials remain relevant and adaptable in diverse contexts and time periods.

中文翻译：

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在学习物理的同时学习教与学：对响应式课程发展15年的分析

十五年前，在针对未来教师和更广泛的学生进行科学教育研究的建议之后，物理与日常思维（PET）在基于探究的本科物理课程中引入了一些活动，这些活动明确关注科学的本质和学习的本质。课程的这一部分称为学习学习或LAL。从那时起，同一支团队开发了一系列其他课程。这些后来的课程，《物理与日常思维》（PET 2版），《物理与日常思维》（PSET），《学习物理》（LEP），《学习物理科学》（LEPS）和《下一代PET》都将学习重点放在了学习上。尽管类似的理论基础指导了所有这些课程的发展，但这一特定组成部分却发生了很大的变化。这些变化是出于实际考虑，研究的发展，对K-12期望的变化，物理部门的变化以及团队的变化而引起的。我们引入术语“响应式课程开发”来描述对课程这方面所做的更改。随着响应式课程的发展，开发过程会根据上下文，社会和政策因素做出响应，从而使材料在不同的上下文和时间段中保持相关性和适应性。