Teachers' Reflective Noticing and Responsive Scaffolding to Support Student Knowledge-Building in Grade 5 Science

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: STEM, Pedagogy, and Reflection

Abstract

This study examined how two grade 5 teachers in science engaged in reflective noticing and envisioning of their students’ idea progress during about a four-month-long knowledge-building initiative supported by embedded discourse analytics. The analysis of teachers' weekly reflective journals revealed that they flexibly and iteratively redesigned students’ collective epistemic progress as a knowledgeable co-learner for sustained knowledge advancement of the community. With teachers’ responsive envisioning and scaffolding, students elaborated a more precise process and mechanism of the scientific concepts, converging diverse ideas and creating further idea-deepening inquiries over time.

Authors

• Hyejin Park, University at Albany, SUNY

• Jianwei Zhang, University at Albany - SUNY