[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The communities of practice framework has become an essential framework for understanding identity development both in physics education research (PER) and in science, technology, engineering, and mathematics, more broadly. However, the use of communities of practice as a learning theory that informs curriculum design is significantly less prevalent within the PER community. One possible reason for this is that communities of practice as a theory originated in professional environments and it subsequently moved towards a framework that is centered around informing management practices. Some significant interpretations and negotiations need to be completed in order to apply and to design for communities of practice in the classroom environment. In this paper, we outline an introductory physics course called Projects and Practices in Physics (P-Cubed) that was designed using the communities of practice as a guiding framework. We present the curriculum decisions that focus specifically on the adaption process from professional practice to the classroom context along with the theoretical underpinnings of the curriculum design decisions that went into the development of the P-Cubed classroom.

中文翻译：

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工程师入门物理课中作为课程设计理论的实践社区

[本文是课程开发重点集中的一部分：从理论到设计。]实践社区框架已成为理解物理教育研究（PER）以及科学，技术，工程和数学领域中身份发展的重要框架。 ， 更广泛地。但是，在PER社区中，实践社区作为指导课程设计的学习理论的使用大大减少。造成这种情况的一个可能原因是，实践社区作为一种理论起源于专业环境，随后又朝着以通知管理实践为中心的框架发展。为了应用和设计课堂环境中的实践社区，需要完成一些重要的解释和谈判。在本文中，我们概述了一个名为“物理项目与实践”（P-Cubed）的物理入门课程，该课程的设计是以实践社区为指导框架。我们介绍了专门针对从专业实践到课堂环境的适应过程的课程决策，以及P-Cubed课堂开发中课程设计决策的理论基础。