Using Everyday Contexts to Explore Teacher Knowledge of Noticing

• In Event: 52.069 - Just a Minute! New Methods for Observing Conceptual Change in STEM

Abstract

idea even though the idea did not make sense to them or was wrong. Teachers’ ability to find sense in incorrect ideas in everyday settings stands in contrast to evaluating student ideas in the classroom.

Scholarly Significance
This work explores using CIs, and particularly their affordances for examining novel contexts of knowledge use, to uncover teacher knowledge about a practice that others have shown is extremely challenging for teachers (Sherin & van Es, 2009). This work suggests that teachers have a variety of resources from other contexts of their lives that might support their work in classrooms. As such, it indicates the possibility of, and need for, conceptualizing teacher learning in constructivist terms

Authors

• Rosemary Russ, University of Wisconsin - Madison

• Melissa Braaten, University of Colorado - Boulder