Unexpected Moments: Beginning Elementary Teachers Noticing and Responding to Their Students' Science Ideas

• In Event: Examinations of Preservice Teacher Noticing and Analysis of Teaching

Abstract

We investigated beginning elementary teachers’ noticing and responding practices about their students’ scientific ideas. Our participants were eight preservice teachers in their fifth year internship. Data sources included video-recordings of classroom instruction and semi-structured interviews with participants about moments when they noticed students’ ideas that arose unexpectedly. Our qualitative analysis of the data show a range of ways in which participants responded to students, with differing results in terms of students’ opportunities to make sense of scientific concepts.

Authors

• Elizabeth Xeng de los Santos, Michigan State University

• Christina V. Schwarz, Michigan State University

• Melissa Lee Braaten, University of Wisconsin - Madison

• Angela Calabrese Barton, Michigan State University

• Christa Haverly, Michigan State University