A manuscript from my dissertation study has been published in the September issue of Science Education. This article extends previous published findings from a larger study of preservice elementary teachers‘ adaptation of science curriculum materials. I report findings that explore explore preservice teachers’ reasoning about the use of science curriculum materials to engage early learners in science-as-inquiry.

Forbes, C.T. (2011). Preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based elementary science. Science Education, 95(5), 927-955.