Abstract

This study investigates the use of specific educative features for supporting the teaching of nature of science during read-alouds of elementary science trade books. Educative features are components of educative curriculum materials that aim to increase teachers’ content knowledge and support effective instructional practices. Understanding how teachers use specific educative features is important for the future design of curriculum materials that can be used to improve teachers’ views of NOS in tandem with changing their teaching practices. Qualitative data from teacher interviews and observations of read-alouds were used to determine which educative features teachers used and how effective they were perceived as being. Results indicate that teachers varied in their use of educative features and tended to focus on the ones that addressed specific teaching moves as opposed to those that supported understanding why the curriculum was developed as it was. Based on these findings, recommendations for future research that highlights the importance of all educative features are provided.