TY - GEN
T1 - Teacher Sensemaking of Potential Educative Features in Science Curricular Materials
AU - Shim, Soo Yean
AU - Krist, Christina
AU - Ko, Mon Lin Monica
AU - Jarosewich, Tania
AU - Hall, Kevin
AU - Hug, Barbara
N1 - This project was supported by the National Institute of General Medical Sciences, the National Institutes of Health under Award Number R25GMR129196. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the University of Illinois.
PY - 2022
Y1 - 2022
N2 - Educative curricular materials have been suggested as a primary lever for shifting instruction in science education, however, little is known about what NGSS-based curriculum materials communicate to teachers and how. This study explored how 9 in-service middle school science teachers made sense of and used educative features in two NGSS-aligned science curriculum materials. We interviewed the teachers about how they interacted with 12 potential educative features when planning and enacting a lesson. In this paper, we focused on one feature, “Lesson-level Performance Expectations.” Our analysis identified three ways that the feature contributed to teachers' enactment and growth: the written performance expectations 1) shaped teacher-student interactions, 2) directed teachers' attention to the dimensions of NGSS in teaching and learning, and 3) were used to gauge progression of learning. These findings suggest multiple ways that educative features could open up opportunities for teacher learning.
AB - Educative curricular materials have been suggested as a primary lever for shifting instruction in science education, however, little is known about what NGSS-based curriculum materials communicate to teachers and how. This study explored how 9 in-service middle school science teachers made sense of and used educative features in two NGSS-aligned science curriculum materials. We interviewed the teachers about how they interacted with 12 potential educative features when planning and enacting a lesson. In this paper, we focused on one feature, “Lesson-level Performance Expectations.” Our analysis identified three ways that the feature contributed to teachers' enactment and growth: the written performance expectations 1) shaped teacher-student interactions, 2) directed teachers' attention to the dimensions of NGSS in teaching and learning, and 3) were used to gauge progression of learning. These findings suggest multiple ways that educative features could open up opportunities for teacher learning.
UR - http://www.scopus.com/inward/record.url?scp=85145774246&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85145774246&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85145774246
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 1489
EP - 1492
BT - International Collaboration toward Educational Innovation for All
A2 - Chinn, Clark
A2 - Tan, Edna
A2 - Chan, Carol
A2 - Kali, Yael
PB - International Society of the Learning Sciences (ISLS)
T2 - 16th International Conference of the Learning Sciences, ICLS 2022
Y2 - 6 June 2022 through 10 June 2022
ER -