Document Type

Article

Publication Date

2017

Publication Title

Science Education

Volume

101

Issue

1

First Page

66

Last Page

98

DOI

https://doi.org/10.1002/sce.21249

Abstract

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.

Comments

This is the author's final manuscript version of this article. See here for the published version: https://doi.org/10.1002/sce.21249

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