Complex networks approach to curriculum analysis and subject integration: a case study on Physics and Mathematics
Fuente:
arXiv
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Preprint |
| Publicado: |
2024
|
| Materias: | |
| Acceso en línea: | |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1866911019944640512 |
|---|---|
| author | Tuzón, Paula Salvà, Antoni Salvà Fernández-Gracia, Juan |
| author_facet | Tuzón, Paula Salvà, Antoni Salvà Fernández-Gracia, Juan |
| contents | This paper presents a methodological approach based on the use of complex networks to analyze the structure and content of curricula. We analyze the concept network built from the final year of a particular high school Physics curriculum, as well as that of Mathematics. We examine the most central nodes in each case, the community structures (coherent units or groupings), and the changes that occurred when the network was considered in isolation or integrated with Mathematics. The results show that the integrated Physics and Mathematics network has a higher average degree compared to the individual networks, driven by numerous interdisciplinary connections. The modularity analysis indicates similarities with the original curriculum layout, but also interesting differences that may suggest alternative ways of organizing the content. The differences between separated and integrated networks also highlights the prominence of certain key concepts. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2412_15929 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Complex networks approach to curriculum analysis and subject integration: a case study on Physics and Mathematics Tuzón, Paula Salvà, Antoni Salvà Fernández-Gracia, Juan Physics and Society Physics Education This paper presents a methodological approach based on the use of complex networks to analyze the structure and content of curricula. We analyze the concept network built from the final year of a particular high school Physics curriculum, as well as that of Mathematics. We examine the most central nodes in each case, the community structures (coherent units or groupings), and the changes that occurred when the network was considered in isolation or integrated with Mathematics. The results show that the integrated Physics and Mathematics network has a higher average degree compared to the individual networks, driven by numerous interdisciplinary connections. The modularity analysis indicates similarities with the original curriculum layout, but also interesting differences that may suggest alternative ways of organizing the content. The differences between separated and integrated networks also highlights the prominence of certain key concepts. |
| title | Complex networks approach to curriculum analysis and subject integration: a case study on Physics and Mathematics |
| topic | Physics and Society Physics Education |
| url | https://arxiv.org/abs/2412.15929 |