Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning
Item
Title
Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning
Abstract/Description
In this paper, we investigate the potential and conditions for using curriculum adaptation to support reform of science teaching and learning. With each wave of reform in science education, curriculum has played a central role and the contemporary wave focused on implementation of the principles and vision of the Framework for K–12 Science Education (National Research Council, 2012) is no exception. Curriculum adaptation—whereby existing curriculum materials are purposefully modified—may provide an important strategy for teacher leaders in schools and districts to support changes to teacher practice aligned with the vision of the Framework. Our study provides empirical evidence that under supportive district conditions and within a research–practice partnership, purposefully adapted curriculum materials can improve student understanding of science and that these are linked to shifts teachers make in classroom culture facilitated by augmented curriculum materials.
Author/creator
Date
In publication
Volume
101
Issue
1
Pages
66-98
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1098-237X
Citation
Debarger, A. H., Penuel, W. R., Moorthy, S., Beauvineau, Y., Kennedy, C. A., & Boscardin, C. K. (2017). Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning. Science Education, 101(1), 66–98. https://doi.org/10.1002/sce.21249
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