Teachers' Noticing of Students' Thinking Through Classroom Artifacts: How Are Science and Engineering Practices Evident?

• In Event: Making Sense of Science: Preparing Teachers for Understanding Student Thinking

Abstract

This study examines teachers’ noticing of students’ thinking in artifacts from their science learning context. We asked 20 elementary teachers to identify and discuss an artifact from their science teaching that represents their students’ thinking. We found that teachers described what their students were “doing” in producing that artifact. Further analysis revealed that the artifacts and the teachers’ talk around students’ thinking were often centered on components of the scientific and engineering practices of the NGSS. These results demonstrate that teachers’ attention to what students are doing is one way they attend to students’ thinking and in their descriptions of “doing” lie important connections to NGSS. This study guides future research and can inform the design of teacher professional development.

Authors

• Melissa J. Luna, West Virginia University

• Sarah Selmer, West Virginia University

• Jim Rye, West Virginia University