Teachers’ Noticing of Students’ Thinking in Science Through Classroom Artifacts: In What Ways Are Science and Engineering Practices Evident?

Luna, Melissa J.; Selmer, Sarah; Rye, James

doi:10.1080/1046560x.2018.1427418

Cited by 25 publications

(16 citation statements)

References 23 publications

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“…Often this practice leads to teachers categorizing student science ideas or responses as "correct" or "incorrect" and that in turn restricts them from attending to the substance of student thinking. Similar studies on teacher noticing have reported improvement in teachers noticing skills, progressing from descriptions and evaluations, to making at least some call-outs and connecting them to teaching principles with evidence (Van Es et al, 2017;Van Es & Sherin, 2008;Van Es & Sherin, 2002;Van Es & Barnhart, 2015;Luna et al, 2018). This progression is however closely tied to careful scaffolds provided to the teachers either through courses, discussions, software, videos, etc.…”

Section: Theoretical and Empirical Foundationsmentioning

confidence: 84%

“…We found that most reported studies insist on various forms of scaffolds to support teacher reflection on their noticing and interpretation of student thinking. Studies that focus on pre service teachers, characterize novice teacher noticing skills when they examine student work (Luna, Selmer, & Rye, 2018), other teacher's instruction (Mitchell & Marin, 2015;Star & Strickland, 2008;Talanquer, Tomanek, & Novodvorsky, 2013)…”

Section: Theoretical and Empirical Foundationsmentioning

confidence: 99%

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Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Dalvi¹,

Hofmann²

2019

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A teachers' ability to notice and analyse the substance of student thinking, is an important feature of effective science teaching. To prepare new science teachers to attend to students' thinking, it is important for teacher educators to first understand what novice teachers notice in science classrooms, what they associate with the idea of noticing and in what ways their noticing skills can progress. To study novice teachers' noticing abilities, our study employs two different assessment tools, an open noticing assignment and a focused noticing task as pre and post assessments during a semester long science methods course. We report on a variety of noticing themes that highlight a wide variation in what the novice teachers perceive as important to notice in science classrooms. Pre-post analysis of these noticing themes suggests a shift in noticing from general classroom aspects towards noticing science specific aspects as science topics or concepts being discussed and students' ideas about those. Using a mixed methods analysis lens for both tools, we present various sophistication levels of teacher noticing. These levels not just serve as an indicator of the PSTs' noticing skills but also as a framework for educators to help PSTs develop responsive teaching strategies in elementary science classrooms.

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Section: Theoretical and Empirical Foundationsmentioning

confidence: 84%

Section: Theoretical and Empirical Foundationsmentioning

confidence: 99%

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Dalvi¹,

Hofmann²

2019

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“…For teachers to notice student thinking, this thinking needs to be observable (Luna, et al, 2018). Our exploration of teachers' noticing during design-based science activities is set against the back-drop of design planning and drawing activities.…”

Section: Design Planning and Drawing As A Noticing Opportunitymentioning

confidence: 99%

“…Kolodner et al, 2003;Fortus, Dershimer, Krajcik, Marx, & Mamlok-Naaman, 2004;Chusinkunawut, Henderson, Nugultham, Wannagatesiri, & Fakcharoenphol, 2020), we find various ways for students to share their thinking with teachers. When students share their thinking with teachers, student thinking can become observable meaning that teachers have an opportunity to notice it (Luna, Selmer, & Rye, 2018). In 'whiteboarding sessions', for example, students are encouraged to discuss design discoveries and questions with the class, during which teachers can "identify student misunderstanding and misconceptions" (Kolodner, et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Teachers Noticing Chemical Thinking While Students Plan and Draw Designs

Stammes¹,

Henze²,

Barendsen³

et al. 2021

Design-Based Concept Learning in Science and Technology Education

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“…Research on teacher development motivates attention to teacher noticing in preparation of mathematics teachers (e.g., Goldsmith & Seago, 2011;Jacobs, Lamb, & Philipp, 2010;Jacobs, Lamb, Philipp, & Schappelle, 2011;Mason, 2002;Sherin & van Es, 2009;Star & Strickland, 2008; van Es & Sherin, 2002) and science teachers (e.g., Barnhart & van Es, 2015;Luna, 2018;Luna, Selmer, & Rye, 2018). Teachers who notice student thinking, that is, identify and make sense of students' mathematical and scientific ideas and build on these ideas appropriately while making pedagogical decisions, are positioned to support reformoriented, student-centered mathematics and science instruction.…”

Section: Introductionmentioning

confidence: 99%

Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records

Magiera

Zambak

2021

IJ STEM Ed

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Background This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. We draw attention to PSTs’ initial noticing skills (prior to instruction focused on supporting noticing) as PSTs engage in analyzing written artifacts of student work and video-records. We examined and compared PSTs’ noticing skills as they analyzed how students reason about, generalize, and justify generalizations of figural patterns given student written work and video records. We identified aspects of student thinking about generalizations and justifications, which PSTs addressed and interpreted. We also examined how PSTs respond to students as they analyze student thinking given written artifacts of student work or video-records of small group discussions, and we identified the foci of PSTs’ responding practice. Results Our data revealed that PSTs’ initial noticing skills of student generalizations and justifications differed while accounting for ways in which student thinking was externalized (written work or video-records). PSTs’ attending-and-interpreting and their responding practices were focused on mathematically significant aspects of student thinking to a greater extent in the context of analyzing written artifacts compared to video records. While analyzing students’ written work, PSTs demonstrated greater attention to ways in which students analyzed patterns, students’ generalization strategies, and justifications linked to an understanding of the pattern structure, compared to analyzing student thinking captured via videos. Conclusion Our results document that without providing any intentional support for PSTs’ noticing skills, PSTs are more deliberate to focus on mathematically significant aspects of student thinking while analyzing written artifacts of student work compared to video-records. We believe that the analysis of student written work might demand from PSTs to be more analytical. While examining written representations, PSTs have to reconstruct students’ reasoning. Unlike the videos where the students tell or use gestures to express their thinking, written work provides fewer clues about student thinking. Thus, written work demands a deeper level of engagement from PSTs as they strive to understand student reasoning. Our study extends research on PSTs’ noticing skills by documenting differences in PSTs’ noticing in relation to the nature of artifacts of student work that PSTs analyze. Our work also adds to prior research on PSTs’ noticing by characterizing specific aspects of students’ thinking about pattern generalizations and justifications that PSTs address as they analyze student thinking and respond to students.

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Teachers’ Noticing of Students’ Thinking in Science Through Classroom Artifacts: In What Ways Are Science and Engineering Practices Evident?

Cited by 25 publications

References 23 publications

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Teachers Noticing Chemical Thinking While Students Plan and Draw Designs

Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records

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Teachers’ Noticing of Students’ Thinking in Science Through Classroom Artifacts: In What Ways Are Science and Engineering Practices Evident?

Cited by 25 publications

References 23 publications

Towards Answering, &lt;i&gt;What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science&lt;/i&gt;? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Towards Answering, &lt;i&gt;What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science&lt;/i&gt;? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Teachers Noticing Chemical Thinking While Students Plan and Draw Designs

Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records

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Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms

Towards Answering, <i>What Do We Know about Elementary Pre-Service Teachers’ Noticing Skills in Science</i>? A Pre-Requisite to Prepare Them to Teach Responsively in Science Classrooms