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Our investigation of 353 faculty-produced multiple-choice Think-Pair-Sharequestions leads to key insights into faculty members' ideas about thediscipline representations and intellectual tasks that could engage learners onkey 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 questionsfaculty develop. These efforts motivated and informed the development of twoframeworks: (1) a curriculum characterization framework that allows us tosystematically code active learning strategies in terms of the disciplinerepresentations, intellectual tasks, and reasoning complexity that an activityoffers the learner; and (2) a curriculum development framework that guides thedevelopment of activities deliberately focused on increasing learners'discipline fluency. We analyze the faculty-produced Think-Pair-Share questionswith our curriculum characterization framework, then apply our curriculumdevelopment framework to generate (1) Fluency-Inspiring Questions, a morepedagogically powerful extension of a well-established instructional strategy,and (2) Student Representation Tasks, a brand new type of instructionalactivity in astronomy that shifts the responsibility for generating appropriaterepresentations onto the learners. We explicitly unpack and provide examples ofFluency-Inspiring Questions and Student Representation Tasks, detailing theirusage of Pedagogical Discipline Representations coupled with novel question andactivity formats.

physical review. physics education research

From A Systematic Investigation of Faculty-Produced Think-Pair-Share  Questions to Frameworks for Characterizing and Developing Fluency-Inspiring  Activities