Teachers' Sensemaking About an Innovative Science Curriculum: The Influence of Context and Issues of Alignment

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-1 - Division K Section 8 Poster Session 3

Abstract

Current reforms in science education require that teachers enact teaching practices that are very different from what most teachers are used to. In this study, we take an organizational perspective to explore two case study teachers’ sensemaking about their implementation of an innovative science curriculum. High-quality curricula have the potential to help teachers transform their teaching practices if we can better understand the sensemaking behind teachers’ decisions to use, not use, or modify curriculum materials. Using qualitative comparative case study design, we contrast patterns of sensemaking for two teachers whose decisions resulted in differing outcomes for their students. We discuss how local context and issues of alignment influence teachers’ implementation.

Authors

• Elizabeth Xeng de los Santos, University of Nevada - Reno

• Charles W. Anderson, Michigan State University