Examining Intuitive Knowledge Resources at the Intersection of Scientific Arguments and Representations

• In Event: Division K Section 1 Poster Session: Math, Science, and STEM

Abstract

This study investigates pre-service elementary teachers’ (PSTs’) intuitive knowledge about Arguments and Representations. A body of existing literature has traditionally highlighted PSTs’ lack of knowledge, but in light of recent shifts emphasizing scientific practices that are employed as one investigates the world, new questions have emerged about PSTs’ knowledge of these practices. We examine PSTs’ knowledge at the intersection of two scientific practices, engaging in argumentation and generating and critiquing representations, while PSTs address open-ended hypothetical science teaching scenarios. Using the theoretical framework Knowledge in Pieces, the results document a variety of intuitions about arguments, representations, and science content, and how PSTs used them together. These results contribute a new theoretical perspective on teacher knowledge with implications for
teacher preparation.

Authors

• Lauren Barth-Cohen, University of Utah

• Tracy Dobie, University of Utah

• Kevin Greenberg, University of Utah

• Rachel Francom, University of Utah

• José Francisco Gutiérrez, University of Utah

• Stephanie Shiver, University of Utah