A paper from my dissertation study has just been published in the September issue of the Journal of Research in Science Teaching. The study focuses on preservice elementary teachers’ adaptation of science curriculum materials. Specifically, we investigated the ways in which these preservice teachers adapt existing elementary science curriculum materials, whether or not they are able to adapt individual lessons to be more inquiry-based, and relationships between the curriculum materials, their curriculum design decisions, and curriculum design outcomes.
Forbes, C.T. & Davis, E.A. (2010). Curriculum design for inquiry: Preservice elementary teachers’ mobilization and adaptation of science curriculum materials. Journal of Research in Science Teaching, 47(7), 365-387.