Science & Education

, Volume 17, Issue 8–9, pp 829–854 | Cite as

Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues

  • Cory T. ForbesEmail author
  • Elizabeth A. Davis


The work presented here represents a preliminary effort undertaken to address the role of teachers in supporting students’ learning and decision-making about socioscientific issues (SSI) by characterizing preservice elementary teachers’ critique and adaptation of SSI-based science curriculum materials and identifying factors that serve to mediate this process. Four undergraduate preservice elementary teachers were studied over the course of one semester. Results indicate that the teachers navigated multiple learning goals, as well as their own subject-matter knowledge, informal reasoning about SSI, and role identity, in their critique and adaptation of SSI-oriented science instructional materials. Implications for science teacher education and the design of curriculum materials in respect to SSI are discussed.


Elementary science Socioscientific issues Science teacher education Curriculum materials 


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Copyright information

© Springer Science+Business Media, Inc. 2007

Authors and Affiliations

  1. 1.Educational Studies – Science EducationUniversity of MichiganAnn ArborUSA

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