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• W2121704650 abstract "Beginning elementary teachers face many challenges in learning to teach science. They often lack substantial subject matter knowledge, struggle to articulate scientific inquiry in practice, and experience teaching contexts in which science is deemphasized. These factors serve to mediate teachers’ interactions with curriculum materials. It is therefore necessary to learn more about the ways in which new elementary teachers use science curriculum materials and how they learn to do so within this crucial stage of the teacher professional continuum. Three beginning elementary teachers were studied longitudinally over their first three years of professional teaching. Results indicate that they engaged in a substantial degree of curriculum design, drawing on a myriad of curricular resources and modifying them in order to craft localized science curricula. These efforts were influenced, in part, by their own orientations toward science teaching practice but also by features of their unique school contexts. These findings have important implications for the field’s understanding of teacher learning along the teacher professional continuum and help inform research on teachers and teaching, as well as science teacher education and curriculum development. Revised July 19, 2007 Beginning elementary teachers and curriculum materials Science education reform has historically been a central dimension of educational reform in the United States (DeBoer, 1991) and remains so today with the current emphasis on conceptual understanding and the development of scientific literacy through standards-based inquiry teaching and learning (AAAS, 1993; Bransford, Brown, & Cocking, 1999; NRC, 1996). A consistent theme throughout the history of science education reform has been the preeminence of curriculum as a vector for change. Curriculum materials possibly exert the most direct influence on students’ and teachers’ day-to-day classroom activity (Brown & Edelson, 2003). As a result, the history of science education reform has also fundamentally been that of science curriculum development. In recent years, national education reform policy has been characterized by increased accountability and high-stakes testing. While No Child Left Behind has thus far emphasized elementary mathematics and literacy, by 2007, all states must begin administering science assessments to students at least once at the elementary, middle, and secondary levels. However, at the same time that accountability for elementary science teaching is set to increase, science has become a deemphasized component of the elementary curriculum (Goldston, 2005; Marx & Harris, 2006; Spillane, Diamond, Walker, Halverson, & Jita, 2001). Elementary teachers already face numerous other challenges associated with teaching science (Author, 2006c), including limited subject matter knowledge (Anderson & Mitchener, 1994), capacity to engage in" @default.
• W2121704650 created "2016-06-24" @default.
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• W2121704650 date "2007-01-01" @default.
• W2121704650 modified "2023-09-26" @default.
• W2121704650 title "Beginning Elementary Teachers' Learning Through the Use of Science Curriculum Materials: A Longitudinal Study" @default.
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