Using a Resource Activation Lens to Understand Classroom Enactments of Computationally-Based Science Curricula

Abstract

In this study, we examine how teachers use existing resources to enhance their teaching practices in a computationally-based science curriculum. We used a theoretical framework that examined how two teachers differentially activated material, cultural, social, and symbolic resources in different teaching contexts. This led to differing instantiations of their curricula and ultimately differing student learning outcomes. We discuss implications for this research in terms of the qualities of implementation that need to be emphasized in professional development activities.