Abstract Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context.

中文翻译：

---

教师和科学课程材料：我们在哪里，我们需要去哪里

摘要 课程材料是科学教师的关键概念工具，更好地了解科学教师如何使用这些工具有助于改进与教师学习和决策相关的课程设计和理论。作者回顾了有关教师和科学课程材料的文献。审查围绕三个主要问题进行组织：教师在使用科学课程材料时会做什么？当教师使用科学课程材料时会发生什么？为什么教师要做出他们所做的决定？对于每个问题，作者首先总结了数学教育文献中两个重要评论的发现，然后将科学教育的发现与这些发现并列放置。审查发现，人们对教师与课程材料互动的机制知之甚少。为了弥补这一差距，补充和扩展该领域对教师-课程关系的现有理解，作者根据有关自我调节的文献提出了四个命题。这些命题反映了教师课程决策的机制。自我调节的观点还有助于为科学教师提供更有针对性的支持，旨在以预期的方式吸收、调整和制定课程材料，并让教师自己体验到教学的改进。