Supporting Science Teacher Learning: The Role of Educative Curriculum Materials

Schneider, Rebecca; Krajcik, Joseph

doi:10.1023/a:1016569117024

Cited by 176 publications

(184 citation statements)

References 26 publications

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“…These and other educative supports embedded within curriculum materials can help preservice teachers learn to employ principles of inquiry-oriented science teaching over time and across settings (Davis & Krajcik, 2005). Better understanding the types of educative supports that can best support teachers at various stages along the teacher professional continuum is an important area for future research (Dietz & Davis, in press;Schneider & Krajcik, 2002).…”

Section: Implications For Science Curriculum Developmentmentioning

confidence: 99%

The development of preservice elementary teachers' curricular role identity for science teaching

Forbes

Davis

2008

Science Education

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Curriculum materials are a crucial tool with which teachers engage in teaching practice. For preservice teachers to learn to use science curriculum materials in productive ways, they must develop a conception of themselves as elementary teachers in which the use of science curriculum materials is a valued dimension of science-teaching practice. We define those dimensions of teachers' professional role identities concerned with the use of curriculum materials as curricular role identity. This mixed-methods study examines preservice elementary teachers' development of curricular role identity for science teaching through their use of science curriculum materials. Forty-seven preservice elementary teachers in two sections of an elementary science methods course were studied over the course of one semester. Data sources include survey results from preservice teachers in both

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Section: Implications For Science Curriculum Developmentmentioning

confidence: 99%

The development of preservice elementary teachers' curricular role identity for science teaching

Forbes

Davis

2008

Science Education

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“…Another teacher might adapt a unit to incorporate experiences to capitalize on her students' language or cultural backgrounds. Some teachers make productive changes to curriculum materials toward these ends while others-for example, those who do not deeply understand the rationales behind reforms promoted in some materials-may make unproductive changes (Collopy, 2003;Remillard, 1999;Schneider & Krajcik, 2002).…”

Section: Why and How Do Teachers Critique And Adapt Curriculum Materimentioning

confidence: 99%

Preservice elementary teachers' critique of instructional materials for science

Davis

2006

Sci. Ed.

106

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Science teachers must adapt curriculum materials, so preservice teachers must develop beginning proficiency with this authentic task of teaching. What criteria do they use when they critique these materials in preparation for adapting them, when they develop the criteria themselves and when they are given a set of criteria from which to choose? These results indicate that the 20 participating preservice elementary teachers held a sophisticated set of criteria for critiquing instructional materials; for example, they paid attention to scientific inquiry and instructional goals. In some cases, providing options from which they could select as a part of the instructional approach taken in the class allowed the preservice teachers to engage in substantive critique of the instructional materials along criteria not prominent in their initial set. Even with explicit support, however, the preservice teachers did not engage in substantive critique about how scientific content is represented. Furthermore, they typically describe inquiry as important to incorporate to promote student interest, not to engage students in genuine scientific activity. It is concluded that critique activities used in science methods courses should be authentic and scaffolded to be optimally effective. Critique along especially challenging dimensions needs systematic, explicit, and perhaps more consistent support.

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“…To ground the discussion on 'educativeness' of curriculum materials, we will focus on the explicit teacher support for learning, such as pedagogical support, which is embedded in the curricular materials (Schneider & Krajcik, 2002;Taylor et al, 2015). Current research points to the imminent tension arising as a result of having to incorporate particular curriculum without clear pedagogical support (Krajcik et al, 2008;Taylor et al, 2015).…”

Section: Adherence To 'Educativeness' Of Curriculum Materialsmentioning

confidence: 99%

The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment

Ghalichi¹,

Roehrig²

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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(National Research Council, 2012). (Clements, 2007 Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding. The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students' integrated vision of the human impact on natural systems. Research project seeks to recognize the characteristics that identify research-based curriculum

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Supporting Science Teacher Learning: The Role of Educative Curriculum Materials

Abstract: Teachers' beliefs and practices related to mathematics instruction.

Cited by 176 publications

References 26 publications

The development of preservice elementary teachers' curricular role identity for science teaching

The development of preservice elementary teachers' curricular role identity for science teaching

Preservice elementary teachers' critique of instructional materials for science

The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment

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