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Supporting Elementary Teachers’ Content Knowledge for Teaching about Matter
You are invited to learn more about supporting elementary teachers' content knowledge for teaching about mattter.

While there is a robust empirical base highlighting student difficulties and possible learning progressions for matter (cf. Tsarpalis & Sevian, 2013) there is currently a lack of research regarding content-specific teaching knowledge relevant to teaching about matter in the elementary years (Smith & Plumley, 2016). Furthermore, the Next Generation Science Standards (NGSS Lead States, 2013) represent a fundamental shift in how matter is taught at the elementary level. In particular, addressing the idea that “matter exists as particles that are too small to see” (rather than identifying specific particles such as atoms) places new demands on elementary teachers to determine how and when to develop students’ understanding of this matter concept to explain real-world phenomena.

With funding from the National Science Foundation, Western Washington University and ETS have collaborated on research and development of an assessment tool and a suite of educative curriculum materials for teacher educators. We'll share results from our research and provide participants with free access to these resources. For more information, visit

May 25, 2022 03:00 PM in Pacific Time (US and Canada)

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