Abstract
Teachers use Pinterest for instructional ideas and lessons, yet little is known about the quality of the curriculum resources teachers access on Pinterest. This study analyzed 1588 Pinterest pins related to adaptations and forces and their linked websites for characteristics about the pins, websites, and the website authors. It was found that the pins and websites contained few inaccuracies, but also little science content. Websites portrayed instruction that was incoherent, that focused on low-level memorization, and that lacked science investigations. Authors of pinned websites were often individuals, few of whom claimed expertise in either education or science. Higher quality websites did not contain science inaccuracies and were created by authors affiliated with professional organizations who claimed science expertise. Implications are for science teachers, science teacher educators, professional organizations, and the Pinterest community.
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