[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The overarching goal of this paper is to illustrate the interplay between theory, design principles, and curriculum (meant broadly, to include both written and enacted curriculum). This dialogue is illustrated in the context of the design and implementation of a particular curricular unit on thermodynamics intended for advanced secondary students in Italy. The approach to the discipline and design of learning materials that we take in this work challenges a conventional view of physics disciplinary content as hierarchically organized and instead promotes a multidimensional and thematically organized physics curriculum. In this paper, we emphasize not only the influence of theory on design, but also the reverse influence: how the analysis of specific classroom data from enactments of a designed curriculum can contribute to refining and building a local theory of how to learn and teach physics in a way that is inclusive and responsive to classroom diversity.

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

[本文是《课程开发重点集：从理论到设计》的一部分。]本文的首要目标是说明理论，设计原则和课程之间的相互作用（广泛地包括书面课程和已制定​​的课程）。在为意大利高中生设计的热力学课程单元的设计和实施中说明了这种对话。我们在这项工作中所采用的学习材料的学科和设计方法挑战了按层次组织的物理学学科内容的传统观点，而是促进了多维和主题组织的物理学课程。在本文中，我们不仅强调理论对 设计，但也有相反的影响：从设计课程的制定中对特定教室数据进行的分析如何有助于以包容性的，对教室多样性的反应方式来完善和构建有关如何学与教物理的本地理论。