Teachers' Noticing of Students' Thinking in Artifacts From a Garden-Based Learning Context

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-3 - Examining Teaching Practices Across the Content Areas

Abstract

Research on garden-based learning (GBL) reveals its potential for student learning particularly in science yet suggests that teachers implementing GBL do not adequately focus on teaching and learning factors, including student thinking. We designed an interview-based study to examine teachers’ understandings of what students’ thinking looks like in their GBL curriculum. Twenty elementary teachers identified and discussed a student artifact representing their students’ thinking in their enacted GBL curriculum. Findings suggest that teachers have ways of engaging in both the attending and the interpreting aspect of noticing their students’ thinking and that these ways can be leveraged by teacher educators, professional developers, and science education researchers to support the shift in practice called for in reforms in science education.

Authors

• Melissa J. Luna, West Virginia University

• Sarah Selmer, West Virginia University

• Jim Rye, West Virginia University