The overarching goal of this paper is to describe the dialogue between theories of learning, curriculum design principles, and classroom implementations of designed curricular materials. In particular, we aim to illustrate this dialogue in the context of the implementation and subsequent analyses of a particular curricular unit on thermodynamics intended for advanced secondary students in Italy. The approach to design and instruction that we take in this work challenges a conventional organization of physics as hierarchically organized and instead promotes a multi-dimensional and thematically organized physics curriculum. In this paper, we emphasize not only the influence of theory on design, but also, how the analysis of specific classroom data from enactments of a designed curricula can contribute to theory-refining and theory-building. The iterative process of implementation, analysis, and theory-building has progressively led us to lay the groundwork for an inclusive and diversity-responsive “local theory of teaching physics content.” .

中文翻译：

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通过设计用于物理的多维理解的多个访问点来促进拨款

本文的总体目标是描述学习理论，课程设计原则和设计课程材料的课堂实施之间的对话。特别是，我们旨在在针对意大利高中生的热力学特定课程单元的实施和后续分析的背景下，说明这种对话。我们在这项工作中采用的设计和指导方法挑战了按层次结构组织的常规物理组织，反而促进了多维和按主题组织的物理课程。在本文中，我们不仅强调理论对设计的影响，而且强调从设计课程的制定中对特定教室数据的分析如何有助于理论的提炼和理论的建立。实施，分析和理论构建的迭代过程逐步引导我们为包含性和多样性的“本地物理教学理论”奠定基础。。