Article published in Journal of Science Teacher Education

A paper was just published in the February issue of the Journal of Science Teacher Education. The mixed-methods study highlights the importance of teacher-level factors in preservice elementary teachers‘ adaptation of elementary science curriculum materials, particularly their field placement settings.

Forbes, C.T. (2013). Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science. Journal of Science Teacher Education (24)1, 179-197.

The results presented in the article are part of a larger study of preservice elementary teachers’ learning to use science curriculum materials to teach science as inquiry. This work informs our present work on the PIESC3, RAES, and MoHSES projects.

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