Preservice Science Teachers' Understanding of Instruction for Diverse Learners: A Focus on Cognitively Demanding Work

• In Event: Moscone Center West Roundtable Session 10
  In Roundtable Session: The Influence of Data and Research on Cognition and Assessment

Abstract

In this qualitative study, we analyzed interview data to examine how preservice secondary science teachers from three teacher education programs understood four principles of effective science instruction for diverse learners: (1) engaging students in cognitively demanding work, (2) building on students’ funds of knowledge, (3) providing students with language production opportunities, and (4) attending to academic language demands and supports. We focused on how participants conceptualized engaging students in cognitively demanding work and how that intersected with the other three principles. Our findings indicate areas where science teacher educators can better support preservice teachers, such as with recognizing the language opportunities and demands associated with science and engineering practices and with building on students’ funds of knowledge.

Authors

• Stacey L. Carpenter, University of California - Santa Barbara

• Meghan Macias, University of California - Santa Barbara

• Erik Arevalo, University of California - Santa Barbara

• Alexandria K. Hansen, California State University - Fresno

• Elisa M. Stone, University of California - Berkeley

• Julie Bianchini, University of California - Santa Barbara