Preservice Elementary Teachers' Critique of Instructional Materials for Science.

By Elizabeth A. Davis. 2006

126 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b9942c7a9b75d722cc726a4ce008694cac16ddf7

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, methodology): “Findings from previous research suggest that preservice elementary teachers prioritize the investigative dimensions of inquiry at the expense of explanation-construction, a crucial component of scientific inquiry (Davis, 2006) and often prioritize other relevant criteria over inquiry and inquiry-ori”
Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum (2009, background): “…in a variety of disciplines including mathematics (Lloyd 1999, Remillard and Bryans 2004, Nicol and Crespo 2006), reading (Barr and Sadow 1989, Grossman and Thompson 2002), science (Brown and Edelson 2003, Schneider et al. 2005, Davis 2006), and social studies (McCutcheon 1981, Kon 1994).”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “See Davis (2006) for a more detailed description of these assignments.”
Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge (2012, background): “Unlike other studies that have only investigated preservice teachers’ analysis of instructor-provided curriculum materials (Beyer & Davis, 2009; Davis, 2006; Lloyd & Behm, 2005; Nicol & Crespo, 2006; Schwarz et al., 2008), this study also enabled preservice teachers to analyze lessons in two…”
Beginning teachers moving toward effective elementary science teaching (2009, methodology): “Their reason, however, was different from that of science education researchers: they wanted to promote student interest, not engage students in authentic scientific activity (Davis, 2006b).”