Implementing a science-based interdisciplinary curriculum in the second grade: A community of practice in action
Keywords:
elementary education, science, community of practice, interdisciplinary teachingAbstract
The purpose of this study was to explore the role that a collaborative teaching approach,
referred to as a community of practice (CoP), had on a team of four second grade teachers’
implementation of a science-based interdisciplinary curriculum. Data was collected in the
form of extensive observation notes gathered over 10-weeks of twice weekly team meetings
and two 45 minute interviews with each participant. From the field notes developed two
vignettes for the purpose of illustrating the members CoP in action. Combining my analysis
of the vignettes and the interviews resulted in three emergent themes: 1) benefits, 2)
contributions, and 3) their commitment to professional development. From this study I
learned that establishing a CoP was viewed as a necessary component of the team’s
implementation of their science-based interdisciplinary curriculum. Implications for
encouraging preservice and inservice elementary teachers to develop CoPs to support
science teaching, specifically interdisciplinary teaching, are discussed.
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References
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Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists:
Implications for science teacher education. Journal of Research in Science Teaching,
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Foulger, T. (2005). Innovating professional development standards: A shift to utilize
communities of practice. Essays in Education, 14, 1-14.
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community of practice: Scaffolding learners through an evolving continuum. British
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professional learning communities. Journal of Science Teacher Education, 18, 125-
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Manouchehri, A. (2001). Collegial interaction and reflective practice. Action in Teacher
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A guide for teaching and learning. Washington, D.C.: National Academy Press.
Palincsar, A. S., Magnusson, S. J., Marano, N., Ford, D., & Brown, N. (1998). Designing a
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Park Rogers, M., & Abell, S. (2006, April). Achieving a coherent curriculum in second grade:
Science as the organizer. National Association for Research in Science Teaching
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University Press, Inc.
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Supervision, 15, 279-299.
Supovitz, J. A. (2002). Developing communities of instructional practice. Teachers College
Record, 104, 1591-1626.
Tilgner, P. J. (1990). Avoiding science in the elementary school. Science Education, 74, 421-
431.
Wenger, E. (1998). Communities of practice. New York: Cambridge University Press.
Wesley, P. W., & Buysse, V. (2001). Communities of practice: Expanding professional roles
to promote reflection and shared inquiry. Topics in Early Childhood Special
Education, 21, 114-123.
Wolcott, H. F. (1995). The art of fieldwork. Walnut Creek, CA: AltaMira Press.
through a professional development program to improve elementary teachers’ views
of nature of science and teaching practice. Journal of Research in Science Teaching,
46, 1-25.
American Association for the Advancement of Science. (1993). Benchmarks for science
literacy. New York: Oxford University Press, Inc.
Appleton, K. (2007). Elementary science teaching. In S. K. Abell & N. G. Lederman (Eds.),
Handbook of Research on Science Education (pp. 493-535). Oxford, UK: Taylor &
Francis.
Boyer, E. L. (1995). The Basic School: A community for learning. Princeton, NJ: The
Carnegie Foundation for the Advancement of Teaching.
Calkins, L. M., & Oxenhorn, A. (2003). Small Moments: Personal Narrative Writing.
Portsmouth, NH: Heinemann.
Confer, C. (1994). Math by all means: Geometry, grades 1-2. Sausalito, CA: Math Solutions
Publications.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five
traditions. Thousand Oaks, CA: SAGE Publications, Inc.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to
schools: Learning and teaching science in grades K-8. Washington, DC: National
Academies Press.
Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists:
Implications for science teacher education. Journal of Research in Science Teaching,
46, 442-459.
Foulger, T. (2005). Innovating professional development standards: A shift to utilize
communities of practice. Essays in Education, 14, 1-14.
Friedman, A. (1995). A cloak for the dreamer. New York: Scholastic, Inc.
Hung, D., Chee, T. S., Hedberg, J. G., & Seng, K. T. (2005). A framework for fostering a
community of practice: Scaffolding learners through an evolving continuum. British
Journal of Educational Technology, 36, 159-176.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge, UK: Cambridge University Press.
Lumpe, A. (2007). Research-based professional development: Teachers engaged in
professional learning communities. Journal of Science Teacher Education, 18, 125-
128.
Manouchehri, A. (2001). Collegial interaction and reflective practice. Action in Teacher
Education, 22(4), 86-97.
National Research Council. (2000). Inquiry and the National Science Education Standards:
A guide for teaching and learning. Washington, D.C.: National Academy Press.
Palincsar, A. S., Magnusson, S. J., Marano, N., Ford, D., & Brown, N. (1998). Designing a
community of practice: Principles and practices of the GIsML community. Teaching
and Teacher Education, 14, 5-19.
Park Rogers, M., & Abell, S. (2006, April). Achieving a coherent curriculum in second grade:
Science as the organizer. National Association for Research in Science Teaching
(NARST), San Francisco, CA.
Patton, M. Q. (2002). Qualitative research and evaluation (3rd ed.). Thousand Oaks, CA:
Sage Publications.
Raizen, S. A., & Michelsohn, A. M. (Eds.) (1994). The future of science in elementary
schools: Educating prospective teachers. San Francisco, CA: Jossey-Bass.
Roden, J. (2000). Primary science: A second-class core subject? In J. Sears and P. Sorensen
(Eds.), Issues in Science Teaching (pp.31-40). London: RoutledgeFalmer.
Rutherford, J. F., & Ahlgren, A. (1990). Science for all Americans. New York: Oxford
University Press, Inc.
Silva, D. Y. (2000). Collaborative curriculum encounters. Journal of Curriculum and
Supervision, 15, 279-299.
Supovitz, J. A. (2002). Developing communities of instructional practice. Teachers College
Record, 104, 1591-1626.
Tilgner, P. J. (1990). Avoiding science in the elementary school. Science Education, 74, 421-
431.
Wenger, E. (1998). Communities of practice. New York: Cambridge University Press.
Wesley, P. W., & Buysse, V. (2001). Communities of practice: Expanding professional roles
to promote reflection and shared inquiry. Topics in Early Childhood Special
Education, 21, 114-123.
Wolcott, H. F. (1995). The art of fieldwork. Walnut Creek, CA: AltaMira Press.
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Published
2017-08-24
How to Cite
Park Rogers, M. (2017). Implementing a science-based interdisciplinary curriculum in the second grade: A community of practice in action. International Electronic Journal of Elementary Education, 3(2), 83–103. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/230
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