Teacher Noticing for Supporting Students’ Epistemic Agency in Science Sensemaking Discussions

Krist, Christina; Machaka, Nessrine; Voss, Dan; Mathayas, Nitasha; Kelly, Susan; Shim, Soo-Yean

doi:10.1080/1046560x.2022.2155355

Cited by 6 publications

(2 citation statements)

References 50 publications

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“…Both the Storyline approach and this workshop in particular emphasized coherence from students' perspectives in materials design. Although this design feature can imply a need to notice and respond to students' ideas throughout the entirety of a science unit (Reiser et al, 2021), teachers have also interpreted “coherence” to mean that responsiveness to student ideas is “baked in” to following the curriculum as written and therefore may not require additional, specific instructional strategies (Cherbow, 2021; Krist et al, 2023). Because the PD focused on materials design (rather than instructional strategies), our follow‐up research examined how teachers translated these design features into classroom enactment.…”

Section: Methodsmentioning

confidence: 99%

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Krist,

Shim

2023

J Res Sci Teach

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Teaching to support students' sense‐making is challenging. It requires continuous, context‐dependent decision‐making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions to make space for or close down student sense‐making while facilitating whole‐class discussions. We analyzed video recordings of (1) Nadine's classroom teaching over the course of two instructional units, (2) classroom moments tagged by Nadine or researchers in the midst of her teaching capturing her rationales for instructional decisions, and (3) interviews about those tagged moments. Using constant‐comparative analytic methods, we identified three dimensions of criteria that Nadine considered in her decisions about whether to pursue student ideas: (1) disciplinary potential, (2) potential for fostering the classroom community, and (3) curricular considerations. We present four episodes that feature Nadine's reasoning, two in which she intentionally made space for student sense‐making and two in which she intentionally closed down lines of student reasoning. Regardless of the decision, the criteria Nadine considered were sometimes aligned, supporting a straightforward decision, and other times created tensions. Across four episodes, we show how Nadine navigated multidimensional criteria; considered students' long‐term trajectories; and considered for whom pursuing sense‐making would be beneficial. We argue that these navigational considerations might serve as focal points as teachers, researchers, and professional learning facilitators make sense of teachers' instructional decisions as they occur during instruction and that leveraging them to open opportunities for discourse with teachers can support complex teaching practices.

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Section: Methodsmentioning

confidence: 99%

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Krist,

Shim

2023

J Res Sci Teach

Self Cite

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“…This is especially the case for elementary science teachers, who tend to struggle with knowing how to use their understanding of science content and their understanding of student difficulties and topic‐specific instructional strategies to elicit and interpret students' ideas and to select content representations to support student learning effectively (Davis et al, 2006; Kloser, 2014; National Research Council, 2007; Windschitl et al, 2012). For example, several studies have indicated that science teachers who have a strong understanding of scientific concepts and can understand and use students' ideas and determine which instructional activities and resources are most productive for supporting student sensemaking are best equipped to engage students in scientific practices to build their understanding of scientific concepts (Davis et al, 2019; Haverly et al, 2020; Krist et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Castellano,

Mikeska

2023

J Res Sci Teach

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There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However, there are limited instruments that can be easily administered and scored on a large scale to assess and study elementary science teachers' CKT. Such measures would support strategic monitoring of large groups of science teachers' CKT and the investigation of comparative questions about science teachers' CKT longitudinally across the professional continuum or across teacher education or professional development sites. To address this gap, this study focused on designing an automatically scorable summative assessment that can be used to measure preservice elementary teachers' (PSETs') CKT in one high‐leverage science content area: matter and its interactions. We conducted a field test of this CKT instrument with 822 PSETs from across the United States and used the response data to examine how this instrument functions as a potential tool for measuring PSETs' CKT in this science content area. Results suggest this instrument is reliable and can be used on large scale to support valid inferences about PSETs' CKT in this content area. In addition, the dimensionality analysis showed that all items measure a single construct of CKT about matter and its interactions, as participants did not show any differential performance by content topic or work of teaching science instructional tool categories. Implications for progressing the field's understanding of the nature of CKT and approaches to developing summative instruments to assess science teachers' CKT are discussed.

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Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking

Chen

2024

International Journal of Science Education

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Teacher Noticing for Supporting Students’ Epistemic Agency in Science Sensemaking Discussions

Cited by 6 publications

References 50 publications

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions

Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking

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