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How Teachers' Knowledge of Curriculum Supports Partnering with Students in Their Science Learning.

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Title: How Teachers' Knowledge of Curriculum Supports Partnering with Students in Their Science Learning.
Authors: Penuel, William R.1 (AUTHOR) william.penuel@colorado.edu, Allen, Anna-Ruth1 (AUTHOR), Deverel-Rico, Clarissa1 (AUTHOR), Singleton, Corinne1 (AUTHOR), Pazera, Carol2 (AUTHOR)
Source: Journal of Science Teacher Education. 2023, Vol. 34 Issue 8, p861-882. 22p.
Subject Terms: *Career development, *Teachers, *Science students, *Learning, *Curriculum
Abstract: A key goal of science learning today is to support students in posing and answering questions about phenomena that matter to them while establishing a need to grapple with disciplinary ideas and practices reflected in standards. To be successful in this endeavor, teachers need to learn to partner with students on the direction of their learning while remaining attentive to goals for learning reflected in standards. In this paper, we explore the idea that educators' developing knowledge of curricular purposes and structures can help support their enactment of instructional materials that help them balance these two goals. Our study draws on 36 teachers' experiences of learning to teach with instructional materials aligned to the Next Generation Science Standards as part of a field test that included multiple cycles of professional development workshops and enactments. Our findings illustrate how teachers' knowledge of curriculum can help them make sense of their own growth in teaching. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: How Teachers' Knowledge of Curriculum Supports Partnering with Students in Their Science Learning.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Teacher+Education%22">Journal of Science Teacher Education</searchLink>. 2023, Vol. 34 Issue 8, p861-882. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
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  Data: A key goal of science learning today is to support students in posing and answering questions about phenomena that matter to them while establishing a need to grapple with disciplinary ideas and practices reflected in standards. To be successful in this endeavor, teachers need to learn to partner with students on the direction of their learning while remaining attentive to goals for learning reflected in standards. In this paper, we explore the idea that educators' developing knowledge of curricular purposes and structures can help support their enactment of instructional materials that help them balance these two goals. Our study draws on 36 teachers' experiences of learning to teach with instructional materials aligned to the Next Generation Science Standards as part of a field test that included multiple cycles of professional development workshops and enactments. Our findings illustrate how teachers' knowledge of curriculum can help them make sense of their own growth in teaching. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173928802
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        Value: 10.1080/1046560X.2023.2167508
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        Text: English
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      – SubjectFull: Science students
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              Text: 2023
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