ABSTRACT
This chapter discusses an examination of the role of science educative curriculum materials (ECM) on teacher learning. ECM are widely used resources for classroom instruction, aimed at guiding teaching practices for given topics. Research shows that these materials contribute to improving teaching practices and student learning. However, ECM differ from regular curriculum materials in that they are meant to enhance teacher learning as well, an underresearched aspect. A comprehensive review of the literature published between 2001 and 2021 was performed to determine the research evidence regarding pre- and in-service science teachers’ learning when using ECM for instruction or within teacher education programs. The analysis of results identified changes in teachers’ pedagogical content knowledge and subject matter knowledge, beliefs on science teaching, self-efficacy, and pedagogical design capacity. Moreover, given documented challenges associated with ECM’s use and effects, the characteristics (or educative features) and conditions of use (e.g., with complementary training sessions, coaching, and reflective practices) that enhance teacher learning outcomes were considered.
