Secondary Science Teachers’ Experiences Developing Localized Storylines Units Within a Curriculum-Based Professional Learning Experience

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Abstract

Science education scholars have called for curriculum materials to reflect relevance and coherence from the student perspective and to support students to take action in their communities. Teachers hold key knowledge about their students and communities to inform curriculum redesign toward these aims; however, designing “localized” curricula may be challenging for teachers without adequate resources and support. In this paper, I investigate secondary science teachers’ experiences developing curricula as part of a curriculum-based professional learning (CBPL) program intended to support teachers in developing localized climate change units using a storylines approach. My qualitative analysis of questionnaire responses from teachers yields insights about teachers’ experiences developing storylines units, challenges they encountered, and supports they perceived as valuable to their efforts.

Author

• Monica Sircar, Stanford University