Designed Intentions and Teacher Enactment: Examining the Implementation of a Project-Based Science Curriculum in a Rural Context

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-2 - Innovation in Science Instruction and Science Teacher Preparation

Abstract

Recent focus of educational policy makers has created a priority for promoting STEM education. To be successful in this reform, teachers need adequate content knowledge and reform-based curriculum materials in their classrooms. These materials play an important role in helping teachers to engage their students in complex scientific thinking; however, how these reform curricula are enacted does not look the same across classrooms due to the influences of teachers’ understanding of the content, beliefs about what is important, and their ideas about the roles of teachers and students in the classroom.

Authors

• Janice L. Anderson, University of North Carolina - Chapel Hill

• Lana Minshew, University of North Carolina - Chapel Hill

• Kelly Johnson Barber-Lester, University of North Carolina - Chapel Hill

• Sharon Derry, University of North Carolina - Chapel Hill