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Beyer Carrie J., Delgado Cesar, Davis Elizabeth A. & Krajcik Joseph (2009). « Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials ». Journal of Research in Science Teaching, vol. 46, n° 9, p. 977–998. ISSN 1098-2736. En ligne : <http://onlinelibrary.wi ... 1002/tea.20293/abstract>. 
Added by: Catherine Reverdy (03 Jul 2014 12:09:39 Europe/Paris)
Resource type: Journal Article
DOI: 10.1002/tea.20293
ID no. (ISBN etc.): 1098-2736
BibTeX citation key: Beyer2009
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: enseignement secondaire, manuel d'enseignement, ressources pédagogiques, sciences de la vie et de la Terre
Creators: Beyer, Davis, Delgado, Krajcik
Collection: Journal of Research in Science Teaching
Views: 3319/3590
Views index: 37%
Popularity index: 9.25%
URLs     http://onlinelibra ... tea.20293/abstract
Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student and teacher learning. However, little is known about the extent to which existing curriculum materials provide support for teachers and the ways they can be improved. In this study, eight sets of high school biology curriculum materials were reviewed to determine their potential for promoting teacher learning. Design heuristics for educative curriculum materials were adapted for use as evaluation criteria. From this analysis, several themes emerged. First, the materials tended to provide support for teachers' subject matter knowledge and pedagogical content knowledge for students' ideas (e.g., misconceptions) but rarely for their pedagogical content knowledge of scientific inquiry. Second, the materials contained several implementation guidance supports but far fewer rationales for instructional decisions, which are an important feature of educative curriculum materials. Finally, the quality of support varied widely, differing in its degree of relevance, pedagogical helpfulness, and depth. The article concludes with recommendations for the redesign of existing curriculum materials. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 977–998, 2009
Added by: Catherine Reverdy  
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