%0 Journal Article
%T Content versus Process:
%A Richard Howard Kozoll
%J Electronic Journal for Research in Science & Mathematics Education
%D 2020
%X Research-based science curriculum has become a common means of supporting best practices in science teaching. However, despite one elementary schoolĄ¯s adoption of commercially available science curriculum, the schoolĄ¯s fifth-grade teacher selected only certain science modules for implementation in her classroom. The purpose of this narrative study is to understand how this teacherĄ¯s science pedagogy has been shaped through her lifeworld experiences with science, and in what ways these experiences informed her selection of topics from the schoolĄ¯s chosen science curriculum. The pedagogy that guided this teacherĄ¯s curricular decision situated her construction of a science teaching identity in both personal and professional spaces, with the former stemming from past, present, and anticipated experiences with science. This identity construct established tension around specific domains of the curriculumĄ¯s science content, not the inquiry-based teaching practices prescribed therein. The conflict resulted in the selective use of a curriculum reflective of the teacherĄ¯s lifeworld experiences with science. Therefore, the construction of a science teaching identity that relies on both personal and professional contexts, and considers experiences with science across time, offers deepened insight into teachersĄ¯ use of reform-based science teaching practices
%U https://ejse.southwestern.edu/article/view/19916