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Research on science teacher cognition is important as findings from this research can be used to improve teacher training, leading to improved classroom practice. Previous research has often relied on two underlying assumptions: Cognition is an individual process, and these processes are detailed and introspective. In this paper, we put forth a complimentary model of cognition, drawing from theoretical assumptions suggesting (1) there exist social influences on the cognition of individuals and (2) cognitive processes are often less introspective than previously assumed. We then detail a method of data collection that we used to gather evidence in support of our complimentary model of teacher cognition. Results are consistent with the theoretical predictions of this model, suggesting the cognition of science teachers may be shaped by social and implicit influences. We then provide implications of our data collection method and theoretical framework. Finally, we provide directions for future research.

Two anomalies continue to confound researchers and science teacher educators. First, new science teachers are quick to discard the pedagogy and practices that they learn in their teacher education programs in favor of a traditional, didactic approach to teaching science. Second, a discrepancy exists at all stages of science teachers' careers between a science teacher's self-reported pedagogical preferences and the behavior they exhibit during classroom observations. Previous attempts to resolve these anomalies draw upon models of teacher cognition that often prioritize beliefs or knowledge. In this paper, we resolve these anomalies and further elaborate the relationship between science teacher education and classroom practice via a goal-driven model of cognition. Our model of goaldriven cognition takes as its central premise that a science teacher's instructional practice is an attempt to satisfy one or more of their goals. While knowledge and beliefs play an important role in cognition, a teacher's goals are ultimately the mental constructs that engage the motivational and behavioral system, leading to action. In this paper, we first specify our goal-driven model of cognition, and detail the role played by goals, beliefs and knowledge, and contextual information in cognition and action. When then compare our model to other theoretical approaches in research on science teacher cognition, showing how our model is distinct from these approaches. Next, we return to the two anomalies mentioned above, showing how a goal-driven model resolves each. We also contrast our resolution with how the anomalies are resolved via a belief or knowledge driven model. We then provide implications of our theory for science teacher education, with respect to both course work and field experiences. Finally, we provide directions for future research, paying particular attention to ways to provide evidence in support of this theoretical approach.

The Framework for K-12 Science Education details new goals to guide improvement of US science education.Among the new goals, the inclusion of engineering core ideas and practices stand out. We report a case study of | 89 research questions and detail our methods for collecting and analyzing data. Fourth, we present the results of our case study. Fifth, we discuss the findings in relationship to the prior work on science teachers' goals and instructional practices more broadly. Finally, we present implications arising from this study for educative experiences for teachers and for future research. | THEORETICAL FRAMEWORKOur theoretical framework draws on a large body of work suggesting goals are "the central motivator of actions"