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Designing Educative Curriculum Materials to Promote Teacher Learning

University of Michigan, 610 E. University Ave., 1323 School of Education Building, Ann Arbor, MI 48109-1259; betsyd{at}umich.edu. Her research interests focus on supporting teachers and students in inquiry-oriented science teaching and learning through the use of curriculum materials and learning technologies.

Joseph S. Krajcik, Professor in science education

University of Michigan, 610 E. University Ave., 4109 School of Education Building, Ann Arbor, MI 48109-1259; krajcik{at}umich.edu. His research focuses on designing curriculum materials and more generally on learning environments that help students to develop understanding of important learning goals by finding solutions to intellectual questions through engagement in scientific practices and the use of new learning technologies

Curriculum materials for Grades K–12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials. How can K–12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these materials. They build from ideas about teacher learning and organize the heuristics around important parts of a teacher’s knowledge base: subject matter knowledge, pedagogical content knowledge for topics, and pedagogical content knowledge for disciplinary practices. These heuristics provide a context for a theoretically oriented discussion of how features of educative curriculum materials may promote teacher learning, by serving as cognitive tools that are situated in teachers’ practice. The authors explore challenges in the design of educative curriculum materials, such as the tension between providing guidance and choice.

Educational Researcher, Vol. 34, No. 3, 3-14 (2005)
DOI: 10.3102/0013189X034003003


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