Making Curriculum Decisions in K-8 Science: The Relationship between Teacher Dispositions and Curriculum Content

Abstract

This study examined teachers' dispositions toward and choices to teach ocean science using a survey design. A sample of 89 in-service K–8 teachers in the United States reported their (1) feelings of preparedness to teach about ocean literacy and (2) attitudes toward ocean science on three measures. Results of multiple linear regression showed that teachers' dispositions significantly predicted frequency of teaching ocean literacy. Findings indicated that teachers' curriculum decision-making likely reflects feelings of preparedness to teach and attitudes regarding particular topics. Implications for elementary science teacher preparation and professional development are discussed.

Acknowledgments

This study was funded by the NOAA Office of Education, Award No. NA07SEC4690004, and a George N. Shuster faculty fellowship (to L. Eidietis) from Hunter College, City University of New York. Sandra Rutherford offered helpful comments on this manuscript; Jason Pensiero and Margo Gregory managed much of the data collection.