The Deep Love of Della and Jim
Journal of Science Teacher Education, 13(3): 221-245, 2002
©2002 Kluwer Academic Publishers, Printed in the Netherlands
221
Supporting Science Teacher Learning:
The Role of Educative Curriculum Materials
Rebecca M Schneider
College of Education, University of Toledo, Toledo, Ohio, 43606-3390, U.S.A.
Joseph Krajcik
School of Education, University of Michigan, Ann Arbor, Michigan 48109-1259, U.S.A.
Introduction
Science education is the focus of many reform efforts. Specifically, reformers are suggesting teachers utilized inquiry based, student centered instructional practices that will facilitate students’ construction of knowledge. Embedded technology use to support students in a deeper understanding of fewer topics is encouraged. In addition, reforms based on these recommendations are being attempted on a large scale. Many states and school districts have made science education a part of their overall effort to improve instruction for students in their schools. However, reform-based curriculum designed to support students’ construction of knowledge in science through inquiry relies on teachers to fulfill this vision for our students. For many teachers this will mean substantial changes in instructional practices. Since what teachers do in their classrooms depends largely on their knowledge, teachers will need to learn a great deal to be able to enact reform-based curriculum (Borko & Putnam, 1996; Wallace & Louden, 1998).
Teachers, like other learners, will need supports. Educative curriculum materials, curriculum materials designed to address teacher learning as well as student learning, is one potential vehicle to support teacher learning on a large scale (Ball & Cohen,
1996). Our work is embedded in an ongoing urban systemic initiative of a large public school district to reform science and mathematics education. As part of this effort, science curriculum materials were developed that were consistent with social constructivist ideas, addressed national and
©2002 Kluwer Academic Publishers, Printed in the Netherlands
221
Supporting Science Teacher Learning:
The Role of Educative Curriculum Materials
Rebecca M Schneider
College of Education, University of Toledo, Toledo, Ohio, 43606-3390, U.S.A.
Joseph Krajcik
School of Education, University of Michigan, Ann Arbor, Michigan 48109-1259, U.S.A.
Introduction
Science education is the focus of many reform efforts. Specifically, reformers are suggesting teachers utilized inquiry based, student centered instructional practices that will facilitate students’ construction of knowledge. Embedded technology use to support students in a deeper understanding of fewer topics is encouraged. In addition, reforms based on these recommendations are being attempted on a large scale. Many states and school districts have made science education a part of their overall effort to improve instruction for students in their schools. However, reform-based curriculum designed to support students’ construction of knowledge in science through inquiry relies on teachers to fulfill this vision for our students. For many teachers this will mean substantial changes in instructional practices. Since what teachers do in their classrooms depends largely on their knowledge, teachers will need to learn a great deal to be able to enact reform-based curriculum (Borko & Putnam, 1996; Wallace & Louden, 1998).
Teachers, like other learners, will need supports. Educative curriculum materials, curriculum materials designed to address teacher learning as well as student learning, is one potential vehicle to support teacher learning on a large scale (Ball & Cohen,
1996). Our work is embedded in an ongoing urban systemic initiative of a large public school district to reform science and mathematics education. As part of this effort, science curriculum materials were developed that were consistent with social constructivist ideas, addressed national and
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