[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Our investigation of 353 faculty-produced multiple-choice Think-Pair-Share questions leads to key insights into faculty members’ ideas about the discipline representations and intellectual tasks that could engage learners on key topics in physics and astronomy. The results of this work illustrate that, for many topics, there is a lack of variety in the representations featured, intellectual tasks posed, and levels of complexity fostered by the questions faculty develop. These efforts motivated and informed the development of two frameworks: (i) a curriculum characterization framework that allows us to systematically code active learning strategies in terms of the discipline representations, intellectual tasks, and reasoning complexity that an activity offers the learner, and (ii) a curriculum development framework that guides the development of activities deliberately focused on increasing learners’ discipline fluency. We analyze the faculty-produced Think-Pair-Share questions with our curriculum characterization framework, then apply our curriculum development framework to generate (i) fluency-inspiring questions, a more pedagogically powerful extension of a well-established instructional strategy, and (ii) Student Representation Tasks, a brand new type of instructional activity in astronomy that shifts the responsibility for generating appropriate representations onto the learners. We explicitly unpack and provide examples of fluency-inspiring questions and Student Representation Tasks, detailing their usage of pedagogical discipline representations coupled with novel question and activity formats.

中文翻译：

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从对教师提出的“对等共享”问题的系统调查，到表征和发展流利的活动的框架

[本文是《课程开发重点丛书：从理论到设计》的一部分。]我们对353名教师产生的多项选择的“思想对-共享”问题的调查得出了对教师关于学科表示和智力任务的想法的关键见解。可以使学习者参与物理学和天文学的关键主题。这项工作的结果表明，在许多主题中，教师提出的问题的表征，智力任务和复杂程度缺乏多样性。这些努力激发并推动了两个框架的发展：（i）课程表征框架这使我们能够根据学科表现形式，智力任务和活动为学习者提供的推理复杂性来系统地编码主动学习策略，以及（ii）课程开发框架，该课程开发框架指导着重于提高学习者学科能力的活动的发展流利度。我们使用课程特征描述框架分析教师提出的“对等共享”问题，然后应用课程发展框架来生成（i） 启发流畅的问题，是一种既定的教学策略在教学上的强大扩展，以及（ii）学生代表任务，这是一种全新的天文学教学活动，可将产生适当代表的责任转移到学习者身上。我们明确地解压缩并提供启发性问题和学生表征任务的示例，详细说明其在教学学科表征中的用法以及新颖的问题和活动形式。