There is tension about teachers’ professional use of social media platforms, such as Pinterest, to access instructional resources for teaching science. Teachers’ frequent use of Pinterest signals their perceived value despite concerns about the quality of the resources found there. These resources can constitute a part of teachers’ network of resources, contributing in some ways and constraining in others. This study seeks to contribute to the discussion about online resources through an in-depth content analysis of 438 websites on Pinterest related to two elementary science topics: adaptation and force. Findings indicate the potential of Pinterest to expand the number and variety of examples available to teachers for both topics. However, findings also demonstrate ways resources for both topics could constrain teachers’ knowledge systems: they may narrow teachers’ vision of quality science instruction to engaging in activities and the resources for both topics may constrain teachers’ knowledge of the science subject matter.

教师专业使用 Pinterest 等社交媒体平台来获取科学教学的教学资源存在紧张关系。尽管担心 Pinterest 资源的质量，但教师频繁使用 Pinterest 表明了他们的感知价值。这些资源可以构成教师资源网络的一部分，在某些方面做出贡献，在另一些方面产生限制。本研究旨在通过对 Pinterest 上与两个基本科学主题（适应和力量）相关的 438 个网站进行深入内容分析，为在线资源的讨论做出贡献。调查结果表明，Pinterest 有潜力扩大教师可用于这两个主题的示例的数量和种类。然而，研究结果还表明，这两个主题的资源可能会限制教师的知识体系：它们可能会将教师对高质量科学教学的视野缩小到参与活动，并且这两个主题的资源可能会限制教师对科学主题的知识。