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Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning
Author(s) -
DEBARGER ANGELA HAYDEL,
PENUEL WILLIAM R.,
MOORTHY SAVITHA,
BEAUVINEAU YVES,
KENNEDY CATHLEEN A.,
BOSCARDIN CHRISTY KIM
Publication year - 2017
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21249
Subject(s) - curriculum , adaptation (eye) , science education , general partnership , curriculum theory , emergent curriculum , mathematics education , pedagogy , curriculum development , curriculum mapping , sociology , engineering ethics , psychology , political science , engineering , neuroscience , law
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.