Supporting Science Teacher Learning: The Role of Educative Curriculum Materials

By Rebecca Schneider, Joseph Krajcik. 2002

254 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Education

View Paper: https://www.semanticscholar.org/paper/da252b0fc301900acf1f82194e04a430ee9618bf

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In Computer Networks and Communications

In Education

Citations in the corpus

Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “…units scaffolded learning using technology tools that expanded the types of questions students could investigate, the data they could collect and provided curricular support for modelbuilding and scientific reasoning (Amati, Singer, & Carrillo, 1999; Schneider & Krajcik, 2002; Singer et al., 2000).”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “The results of this study support the need for educative curriculum materials (Schneider and Krajcik 2002; Davis and Krajcik 2005) in supporting new teachers.”
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, background): “In addition, each unit contains educative materials for teachers that focus on content, student understanding and potential enactment problems (Schneider & Krajcik, 2002).”
Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design (2017, background): “Studies have demonstrated uptake of ideas in educative curriculum materials through characterizing teacher practice, teacher learning, or student outcomes (e.g., Beyer & Davis, 2009; Cervetti et al., 2015; Collopy, 2003; McNeill, 2009; Schneider & Krajcik, 2002).”
Large‐scale science education intervention research we can use (2012, background): “Primary examples of such research are studies that have Journal of Research in Science Teaching 2002; Roth et al., 2011; Supovitz & Turner, 2000; Supovitz & Zief, 2000) and on teachers’ curriculum use (e.g., Drake & Sherin, 2006; Schneider & Krajcik, 2002).”
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “First, some models incorporate the idea that the materials themselves should be learning resources for teachers ( Ball & Cohen, 1996 ; Davis & Krajcik, 2005 ; Schneider & Krajcik, 2002 ).”
Preservice Elementary Teachers' Critique of Instructional Materials for Science. (2006, background): “Some teachers make productive changes to curriculum materials toward these ends while others—for example, those who do not deeply understand the rationales behind reforms promoted in some materials—may make unproductive changes (Collopy, 2003; Remillard, 1999; Schneider & Krajcik, 2002).”
Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum (2009, background): “They argue that new curricula should consider not only the needs of students, but also the needs of teachers in the context of reform (Ball and Cohen 1996, Remillard 1999, Schneider and Krajcik 2002, Davis and Krajcik 2005).”
Beginning teachers moving toward effective elementary science teaching (2009, background): “Some teachers make productive changes to curriculum materials while others—for example, those who do not deeply understand the rationales behind reforms promoted in some materials—may make unproductive changes (Collopy, 2003; Remillard, 1999; Schneider & Krajcik, 2002).”
Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, background): “Research has shown that educative materials can enhance teacher content knowledge and pedagogical content knowledge, yet they are insufficient to fully support teachers in enacting novel and complex curricula (Davis & Krajcik, 2005; Schneider & Krajcik, 2002).”
Teacher pedagogical content knowledge, practice, and student achievement† (2019, background): “Schneider and Krajcik (2002) define educative curriculum materials as those materials ‘designed to address teacher learning as well as student learning’ (p. 221).”