Please use this identifier to cite or link to this item:
Title: Teacher Sensemaking of Potential Educative Features in Science Curricular Materials
Authors: Shim, Soo-Yean
Krist, Christina
Ko, Mon-Lin Monica
Jarosewich, Tania
Hall, Kevin
Hug, Barbara
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Shim, S., Krist, C., Ko, M. M., Jarosewich, T., Hall, K., & Hug, B. (2022). Teacher sensemaking of potential educative features in science curricular materials. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1489-1492). International Society of the Learning Sciences.
Abstract: 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.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_1489-1492.pdf322.9 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.