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Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge

dc.contributor.authorBeyer, Carrie J.en_US
dc.contributor.authorDavis, Elizabeth A.en_US
dc.date.accessioned2012-01-05T22:07:12Z
dc.date.available2013-03-04T15:29:55Zen_US
dc.date.issued2012-01en_US
dc.identifier.citationBeyer, Carrie J.; Davis, Elizabeth A. (2012). "Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge." Science Education 96(1): 130-157. <http://hdl.handle.net/2027.42/89555>en_US
dc.identifier.issn0036-8326en_US
dc.identifier.issn1098-237Xen_US
dc.identifier.urihttps://hdl.handle.net/2027.42/89555
dc.description.abstractTeachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study investigated a criterion‐based approach to lesson plan analysis as one way to help preservice elementary teachers develop and use their PCK to plan instruction for students. Results show that the preservice teachers demonstrated a range of strengths and weaknesses in applying their knowledge of science assessment, science curriculum materials, and instructional strategies for teaching science. This range was influenced, in part, by the presence of alternative ideas about science teaching, the extent to which the original curriculum materials aligned with reform‐based standards and practices, and the presence of prompts to use criteria in their analyses. Despite these factors, preservice teachers' PCK improved significantly over time when they had multiple opportunities to practice applying the same criterion in their analyses. Insights into science teacher knowledge and implications for science teacher education are discussed. © 2011 Wiley Periodicals, Inc. Sci Ed 96: 130–157, 2012en_US
dc.publisherWiley Subscription Services, Inc., A Wiley Companyen_US
dc.titleLearning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledgeen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelEcology and Evolutionary Biologyen_US
dc.subject.hlbsecondlevelScience (General)en_US
dc.subject.hlbtoplevelScienceen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumSchool of Education, University of Michigan, Ann Arbor, MI 48109‐1259, USAen_US
dc.contributor.affiliationumSchool of Education, University of Michigan, Ann Arbor, MI 48109‐1259, USAen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/89555/1/20466_ftp.pdf
dc.identifier.doi10.1002/sce.20466en_US
dc.identifier.sourceScience Educationen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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