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This is a Qualitative Study study.

November 30, 2025Science EducationOpen Access

Attending to Preservice Teachers' Assets: Beliefs and Practices for Supporting Expansive Sensemaking in Elementary Science

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Teachers' beliefs significantly influence curriculum adaptations for justice-oriented science education, fostering collaboration.
The qualitative analysis included lesson plans and interviews, highlighting teachers' varied beliefs and practices.
A conceptual framework for expansive sensemaking was developed, centering on justice and equity in science teaching.
This research underscores the need for teacher preparation programs to emphasize collaborative and inclusive teaching practices.

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Qualitative study reveals preservice teachers' beliefs shape science lesson adaptations, suggesting enhancements for teacher preparation programs.

A 2025 study studied this question.

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Qualitative study reveals preservice teachers' beliefs shape science lesson adaptations, suggesting enhancements for teacher preparation programs.