Teacher noticing in science education: do you see what I see?

Chan, Kin-man; Xu, Lihua; Cooper, Rebecca; Berry, Amanda; Driel, Jan van

doi:10.1080/03057267.2020.1755803

Cited by 74 publications

(68 citation statements)

References 94 publications

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“…Storyline talk goes beyond informal assessment (Furtak et al, 2016), responsive teaching (Robertson et al, 2016), and notice teaching (Chan et al, 2021; Jacobs et al, 2010; Luna, 2018) that often underpin teachers' in‐the‐moment decisions and actions related to elicitation, interpretation, and response to student ideas during discussion. Implementing a productive storyline talk requires teachers to adapt the skills mentioned above (e.g., informal assessment) and to manage students' uncertainty, horizontally and vertically .…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Chen

Techawitthayachinda

2021

J Res Sci Teach

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Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design‐based study is to identify tactics for teachers to manage their students' epistemic uncertainty as a pedagogical resource to develop student conceptual understanding during whole‐class discussion. Classroom observations of whole‐class discussion were collected from six teachers' classes ranging from third to eighth grade. A total of 18 whole‐class discussions were collected, transcribed, and analyzed. A storyline talk to manage uncertainty during whole‐class discussion was developed and consisted of three stages: (1) Raise epistemic uncertainty through creating ambiguous conditions; (2) Maintain epistemic uncertainty through preventing immature disclosure and discussing alternative explanations or conflicting ideas; and (3) Reduce epistemic uncertainty through making coherent connections among current uncertainty, prior knowledge, and familiar phenomena. Seven nuanced tactics used by teachers to achieve each stage of uncertainty management were identified. The results suggest that managing uncertainty goes beyond asking questions and problematizing phenomena. When engaging students in storyline‐based whole‐class discussion, teachers should focus on one specific uncertainty and establish a coherent, consistent storyline that raises, maintains, and reduces student uncertainty to horizontally and vertically construct a collective knowledge among students. The horizontal nature occurs within a stage of management, and the vertical nature of a storyline talk is related to moving along from stage to stage. Through the storyline talk focusing on students' epistemic uncertainty, students can truly become agents in the learning process when the lesson is centered on and driven by students' uncertainty.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Chen

Techawitthayachinda

2021

J Res Sci Teach

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“…Study 1 showed that a situated perspective grounded in expertise research was mostly linked to more situated and qualitative measures, while a cognitive perspective shared by competence research preferred more standardized instruments. Depending on the conceptualization of teachers' skills, the notion of such standardized assessment might not be fully compatible with the situated nature of these skills (Chan et al, 2020). However, further research is needed in order to determine if more standardized instruments actually miss any crucial aspects of teachers' skills or are an economic and valid way to investigate larger samples of teachers.…”

Section: Situation-specific Skills In Generalmentioning

confidence: 99%

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

Stahnke

Blömeke

2021

Teaching and Teacher Education

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Situation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management.Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers' skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers' retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers' perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.

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“…Recently, research on situation-specific skills has increased with systematic reviews especially in the fields of mathematics and science, for example, on conceptualizations of teacher noticing and knowledge-based reasoning (Chan et al, 2021), theoretical and methodological frameworks and differences between experts and novices (Stahnke et al, 2016), and methodological processes of research focused on teacher noticing (Amador et al, 2021). This evidence suggests that situation-specific skills are an integral part of teachers' work that should be supported in teacher education.…”

Section: Situation-specific Skills As Markers Of Teaching Competencesmentioning

confidence: 99%

A multidimensional adapted process model of teaching

et al. 2021

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In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an interpretation of the discourse in the field, the experts reviewed literature on teaching. The resulting teacher competence model, the multidimensional adapted process model of teaching (MAP), represents a collective conception of the relevant empirical literature and prevailing discourses on teaching. The MAP is based on Blömeke et al.’s, Zeitschrift für Psychologie, 223, 3–13, (2015) model which distinguishes among teacher competences (referring to effective performance of teachers’ work), competencies (knowledge, skills, and other individual competencies underlying and enabling effective teaching), and situation-specific skills of perceiving, interpreting, and making decisions in situations involving teaching and learning. The implications of the MAP for teacher education and student selection for initial teacher education are discussed.

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Teacher noticing in science education: do you see what I see?

Cited by 74 publications

References 94 publications

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?

A multidimensional adapted process model of teaching

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