ABSTRACT
Recent reforms in science education call for curriculum designed to support student's construction of knowledge through inquiry. Teachers need to learn new methods and content to enact reform-based curriculum. Educative curriculum material designed to address teacher learning as well as student, is one potential vehicle. Our work is embedded in an ongoing urban systemic initiative of a large public school district to reform science education. As part of this effort, science curriculum materials were developed that were consistent with constructivist ideas, addressed national and local goals for student learning and educative for teachers. Three middle-school teachers with limited experience with physics and project-based science enacted a 10 week, force and motion unit using educative curriculum materials. Classes were videotaped daily and teachers were interviewed periodically throughout the unit. Through qualitative analysis across data sources we found teachers used and learned from educative features in the materials. In addition, educative features addressing pedagogical content knowledge were used more often and more effectively than those that addressed either pedagogical or content knowledge. Our work indicates educative curriculum can facilitate teacher learning necessary for improved practice and informs development of materials for all teachers as well as those participating in urban reform.
