Acknowledging Uncertainty: Preservice Science Teachers' Interpretations of Students' Thinking

• In Event: Preservice Teachers Focusing on Student Thinking in Math and Science Classrooms

Abstract

Responsive science teaching foregrounds the substance of students’ thinking. Interpretation of students’ ideas is central to this approach. The purpose of this paper is to explore pre-service science teachers’ (PSTs’) interpretations of students’ thinking. We present case studies of PSTs in a middle school teacher preparation program. PSTs completed several course assignments in which they interacted with students and interpreted their thinking. We coded PSTs’ interpretations using and modifying an existing coding scheme for studying teachers’ interpretations. Our findings suggest PSTs are largely able to interpret student ideas in ways that align with our own interpretations. In addition, our data demonstrates PSTs with more sophisticated interpretations expressed greater degrees of uncertainty in their analysis. We discuss implications for PST education.

Authors

• Alexander Chumbley, University of Maryland - College Park

• Daniel M. Levin, University of Maryland - College Park