Consequences of Curricular Adaptation Strategies for Implementation at Scale

Autor/inn/en	Drayton, Brian; Bernstein, Debra; Schunn, Christian; McKenney, Susan
Titel	Consequences of Curricular Adaptation Strategies for Implementation at Scale
Quelle	In: Science Education, 104 (2020) 6, S.983-1007 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drayton, Brian) ORCID (Bernstein, Debra) ORCID (Schunn, Christian) ORCID (McKenney, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21595
Schlagwörter	Elementary School Science; Science Curriculum; Curriculum Development; Literacy Education; Grade 2; Grade 3; Grade 4; Grade 5; Inquiry; Science Instruction; Instructional Design; Instructional Materials; Educational Innovation + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Instructional innovation; Bildungsinnovation
Abstract	This study examines and compares how developers designed two primary science curricula to support teacher adaptation and enable use of innovative materials at scale. The two cases--"Literacy Science" (a science and literacy curriculum for grades 2-5) and "Science as Inquiry" (a curriculum focused on matter for grades 3-5)--were selected because the curricula shared many key features, yet the designers undertook the challenge of designing for adaptation in substantially different ways. Data sources for analysis included interviews with design team members, the curriculum materials, and a range of project documentation. A comparative case study approach was chosen to enable an examination of key contrasting features within the context of each curriculum. Both curricula provide teachers with supports to enact an inquiry-based curriculum in ways that honor science epistemologies. However, one designer team designed explicitly for adaptation by providing "worked examples" that described a range of possible classroom and learner contingencies, along with alternative solutions. By contrast, the other design 9team sought to "build teachers' pedagogical capacity" by providing access to content and explanations from the cognitive and natural sciences. The paper examines how these design stances informed materials developed to support teachers' content knowledge, as well as students' scientific inquiry and classroom discourse. These approaches represent different points on a continuum of design for adaptation, each with its own consequences for enactment and the design of written materials. The cases provide models for designers seeking to support teachers at scale. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01