Investigating Teacher Noticing in Students' Collaborative Problem-Solving Activities Within a Physics Educational Game

• In Event: Poster Session 2
  In Poster Session: Division K Section 8 Poster Session 2

Abstract

The effectiveness of formative assessment partially depends on a teacher’s observations during moment-by-moment instruction. Outside of academic skills, it remains to be seen what teachers actually attend to when they practice formative assessment in other types of cognitive and non-cognitive skills. This experimental study was designed to investigate teacher noticing of students' collaborative problem solving (CPS) and the potential effects of a short CPS training on teacher noticing. Qualitative analyses of interview and eye tracking data suggested shifts in teachers’ attention after utilizing a CPS framework. As the focus of their noticing changed, their verbal observations became more relevant to CPS.

Authors

• Maria Ofelia San Pedro, ACT, Inc.

• Yile Zhou, The University of Iowa

• Tamera McKinniss, ACT, Inc.