Abstract Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these consequences by examining shifts in the characteristics of K-12 science curriculum materials funded during two time periods with differing funding priorities. Findings revealed a move away from comprehensive curricula, increased reliance on technology-based materials, a growing trend towards open access, but also a decrease in teacher supports. While these shifts may enhance teachers’ flexibility to shape curriculum, they also increase the challenge of ensuring curricular coherence. Recommendations are outlined for policymakers, science education researchers, and curriculum developers.

中文翻译：

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探索美国政府资助的科学课程材料的特征变化及其（意外）后果

摘要 赠款资助的课程开发工作可以对科学教育的实践和研究产生重大影响。因此，了解赠款优先级变化有时会带来意想不到的后果至关重要。使用美国两家大型资助机构的案例，当前的投资组合审查通过检查在具有不同资助优先级的两个时间段资助的 K-12 科学课程材料的特征变化，提供了对这些后果的洞察。调查结果显示，不再采用综合课程，越来越依赖基于技术的材料，开放获取的趋势越来越大，但教师支持也有所减少。虽然这些转变可能会增强教师塑造课程的灵活性，但它们也增加了确保课程连贯性的挑战。