{"doi":"10.22318/icls2024.109177","title":"“Driving the Ship” or Laying Buoys: Teachers’ Use of Metaphor for Meaning-Making with Storylines","abstract":"Science curricula require new conceptualizations of how teachers relate to their materials.In this study of teacher learning, we analyze an experienced group of practicing Storylines teachers' use of metaphor to describe the roles and responsibilities of students and teachers in curriculum enactment.We found that every metaphor that teachers used to describe the uses of Storylines curriculum entailed a sort of wayfinding: a destination, a timeframe, a place, a journey, or the students' or teachers' respective position in that pursuit.These findings continue to indicate the usefulness of metaphor in foregrounding the central role that students play in NGSS-aligned instruction/materials, as well as the institutional forces that shape how curriculum materials get enacted inside the classroom.This study builds and contributes to current scholarship that aims to support teachers in reconceptualizing their role, relationship to students, and the institution of schooling, in the context of constructivist curricula. IssueScience education research has called for a shift in classrooms from \"learning about\" a topic to \"figuring out\" a phenomenon or design solution (NRC, 2013).This shift requires teachers to instantiate a complex repositioning of classroom life about whose knower status is elevated (Cazden, 2001;Erickson, 1982).Within this shift, teachers should be regarded as sensemakers, adapters, and enactors of their curricular materials (e.g., Remillard, 2015) who work alongside students to support their co-construction of scientific knowledge.For most teachers, shifting from \"telling\" to supporting students in \"figuring out\" is a practice that takes abundant practice and professional development support (Krist & Shim, 2023; NASEM, 2016).Furthermore, the relationships of teachers to materials and students are power-laden, with authority historically conferred to teachers and published materials like textbooks, versus placing authority for sensemaking on students.We argue that the pedagogical decision-making required by this shift in power and positions is complex and requires a rethinking of the dynamic relationship between teachers, curriculum materials, students, and their local contexts.Although models (e.g.Remillard, 2005) of curriculum enactment highlight the participatory relationship between teachers and curricula, NGSS-aligned curriculum materials require us to foreground students in the process of curriculum enactment.These curriculum materials position students as doers, knowers, and knowledge builders; thus, they require that we foreground the role that students play in transforming the written curriculum to the enacted curriculum.While the NGSS-aligned curricula contain some educative features (e.g.Davis & Krajcik, 2005) that provide guidance to teachers on how to shift toward more epistemically agentic models of science instruction (Dama et al., 2010), the field needs a deeper understanding of how teachers learn to reposition themselves, their students, the discipline, and curriculum materials in their instructional practice.In this study, we worked with an experienced group of practicing teachers to examine Storyline curriculum materials (Reiser et al., 2021), which are open-source, NGSS-aligned curriculum materials that are being used across the United States.During a weeklong professional learning (PL) institute, we worked with teachers to support students in becoming more agentive in their own learning.In this study, we highlight how metaphors were used by teachers to describe the roles and responsibilities of students and teachers in curriculum enactment, and we point to their utility for supporting teachers in repositioning themselves, their students, the curriculum, and science in an era of constructivist reform that centers the ideas of students.To support the community of learning scientists invested in shifting teacher positions from \"telling about\" toward \"figuring out,\" we ask, \"How do experienced Storylines","journal":"Nueva revista de política, cultura y arte/Nueva revista de política, cultura y arte","year":2024,"id":498342,"datarank":0.0,"base_score":0.0,"endowment":0.0,"self_citation_contribution":0.0,"citation_network_contribution":0.0,"self_endowment_contribution":0.0,"citer_contribution":0.0,"corpus_percentile":null,"corpus_rank":null,"citation_count":0,"citer_count":0,"citers_with_citation_signal":0,"citers_with_endowment":0,"datacite_reuse_total":0,"is_dataset":false,"is_dataset_confidence":0.9565,"is_data_producer":false,"deposit_databanks":null,"is_oa":true,"file_count":0,"downloads":0,"has_version_chain":false,"published_date":"2024-01-01","fair_score":null,"fair_percentile":null,"algorithm_id":"datarank_citation_only_1hop_v6","ranking_scope":"data_only","authors":[{"id":1336495,"name":"Mon‐Lin Monica Ko","orcid":"0000-0003-3779-9517","position":1,"is_corresponding":false},{"id":1336497,"name":"Kerri Wingert","orcid":"0000-0002-2166-379X","position":0,"is_corresponding":true}],"reference_count":0,"raw_metadata":null,"created_at":"2026-07-19T02:09:42.181447Z","pmid":"39015813","pmcid":null,"fwci":null,"citation_percentile":null,"influential_citations":0,"oa_status":null,"license":null,"views":0,"total_file_size_bytes":0,"version_count":0,"fair_f":null,"fair_a":null,"fair_i":null,"fair_r":null,"fair_zscore":null,"fair_rationale":null,"fair_model":null,"fair_agent_version":null,"fair_fulltext_source":null,"fair_has_llm":null,"fair_computed_at":null,"clinical_trials":[],"software_tools":[],"db_accessions":[],"linked_datasets":[],"topics":[]}