[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] When disseminating curricula, typically only the physical curriculum materials are transferred from the instructor to another. However, left as artifacts in the curricula are a set of epistemological beliefs held by the creators and designers of the materials. These epistemological beliefs are often underpinning the activity structures and strongly influence how the curriculum materials are implemented in the classroom, particularly when those beliefs differ from those activated by the instructor. In this paper, we articulate three epistemological beliefs that are built into the University Modeling Instruction curriculum that are essential for running the large-group discussions, which are a crucial part of the curriculum. We highlight how these beliefs are built into the student-facing and instructor-facing curricular materials and the influence of these beliefs in the interpretation and implementation of the curriculum materials. Finally, we discuss the implications on curriculum dissemination, on the adoption and adaptation of curriculum materials, and training models for instructors beyond the curriculum designers.

中文翻译：

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课程材料激活的生产性教师资源：以大学建模教学中的认识论信念为例

[本文是课程开发重点丛书：从理论到设计的一部分。]散发课程时，通常只有体育课程材料从讲师转移到另一位。但是，课程中的遗物是材料的创造者和设计师所持有的一套认识论信念。这些认识论的信念通常是活动结构的基础，并且会强烈影响教室中课程材料的实施方式，特别是当这些信念与教师所激发的信念不同时。在本文中，我们阐述了三种建立在大学建模教学课程中的认识论信念，这些信念对于进行大型小组讨论是必不可少的，这是课程的重要组成部分。我们将重点介绍这些信念如何构建在面向学生和面向教师的课程材料中，以及这些信念对课程材料的解释和实施的影响。最后，我们讨论了对课程传播，课程材料的采用和改编以及课程设计者以外的教师培训模型的影响。