Abstract
ABSTRACTGaps in elementary teachers’ subject matter knowledge influence their teaching and student learning of science. Educative curriculum materials can support teacher subject matter knowledge. We investigated whether preservice teachers in 2 universities (n = 92) had gains in subject matter knowledge if they participated in modeled instruction related to educative curriculum materials and if they used the curriculum within field experiences. We found that there were significant gains in subject matter knowledge for those who participated in modeled instruction and those who used the educative curriculum materials in field experiences. Qualitative findings indicated that the participants valued participating in modeling and practice of the lessons and teaching the curriculum materials within field experiences as it related to their content knowledge.
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